Critical considerations about professionalism and teacher formation

Abstract

This article presents some critical reflections about traditional concepts, which determine the polices related to performance, evaluation and teachers’ professionalism in our country. First of all, there is a look over the meanings which can be found in proposals for professional improvement, as strategies for teaching activity normalization, and the necessary legitimization of non-reflective, instrumental and dependent teachers’ image. Second, it is suggested that an alternative concept make professionalism meaningful, through the permanent formation, as a resource for the teachers to think of themselves in the exercise of a historical-cultural teaching activity.