Teacher's posture is a challenge no matter where or when. Inherent issues become sharp in developing countries, where contrasts go from urban to rural areas and from poverty to technologically advanced societies asking for human understanding and update knowledge simultaneously. Experiences described in two Continuing Education classes, as a means of implementing teachers' posture, discuss dispositions of student-teachers to face big human questions as democracy, without relegating any specific content. This study main objective is to alert educators about the significance of dealing with both, posture and knowledge. Several teaching resources and approaches and also concurrent qualitative research methods were intentionally chosen to reach teaching objectives and to obtain better research results respectively. Results emerge in motivated student-teachers' pre-occupations to assume a democratic and dialogical posture in concrete, toward socio-educational inclusion. Conclusions point out class singular manifestations suggesting future research and also toward some inter-complementary positions and common perceptions of both as well.
teachers' posture; continuing education; democracy
