Abstract
This article aims to present Paulo Freire's proposal of permanent teacher education, as a counter-hegemonic paradigm, able to react critically to the dominant models of teacher education. The text presents an overview of the criticisms that have been made to policies and practices of teachers' education and underlying rationalities on the proposals that compete for projects in this field of studies and research. Following, Freire's paradigm of permanent teacher education, put into action in the Education Secretariat of the municipality of São Paulo (1989-1992), is discussed as a possibility to build, collectively, new ways of acting and thinking in teacher education, on a critical and transforming perspective. At the end, results of the research "Paulo Freire today: legacy and reinvention" are appointed, which seek to demonstrate the materiality and reinvention of Freire's thought in different educational contexts from the Brazilian reality, in the axis of teacher education. This research has its origin in the Paulo Freire's Cathedra from Pontifícia Universidade Católica de São Paulo (PUC-SP), that has been developed in a network design, that brings together 28 researchers from 14 Graduate Programs in Education, in 10 Brazilian states.
Keywords:
Paulo Freire; teacher education; permanent teacher education; Paulo Freire's Cathedra of PUC-SP