Teacher´s training and curriculum: questions for debate

Abstract

This article provides a theoretical analysis of the initial teacher training and its relationship with the curriculum. Based on the arguments raised, we seek to configure a conception of quality in school and in teacher training, analyzing the initial training comprehensively, in order to avoid partialities and fractions. As conclusions, it is pointed out that this training cannot be seen only as a practical activity, based on instrumental rationality, but as an intellectual activity, guided by the conscious exercise of criticism and by a humanist posture.