The scientific evidence-based approach to education in teacher education: retreat from the practice1

Abstract

ABSTRACT This article presents the perspective of Brazilian education specialists on the evidence-based approach to education in teacher education. Using Habermas's (1987) reconstructive hermeneutics, it explains the result of a questionnaire that asked education specialists about the meaning of the approach when dealing with teacher education. From the 25 researchers consulted, four were in favor of the proposal, while 21 were against it. Considering that the National Education Council has been leading education policies in a unidirectional way and without creating opportunities for opposite positions, the purpose of the research was to open a space for discussion on the subject, bringing the silencing present in the proposal to light. In summary, most researchers point out that the legitimacy of teacher education comprises intentionality, and involves an ethical posture, context and human education that is not simply built nor springs from empirical facts.