Starting from a proposal based on educating through research, we present three cathegories of resistance that may emerge when assuming the research as a methodological approach in teacher education courses: the traditional inertia, the restrictive dialog and the understandings of teaching, learning and evaluation. From this we insist that teacher educators be attentive to the resistances in their classes because they signal to the overcoming of the theories of the involved, allowing conscious and critical interventions in the conduction of professionalization of the future teachers.
teacher education; dialogic inquiry; resistances; appropriations