Pedagogy of differences in university teacher training

Abstract

This paper is an invitation to break down structures of thought and action regarding the approach to difference/s in and from university teacher education. Historically, pedagogy and initial teacher training processes, deployed discourses and practices that favored homogenization, standardization and disciplining, closing structures, invisibilizing and/or eliminating the different and/or the differences. From the field of university teaching, we share the construction of knowledge that weaves theoretical reflection with intervention practices and university teacher training processes, putting in relation Pedagogy, training and difference/s. We trust in Pedagogies that celebrate differences, that promote spaces and times of encounter between differences, with all the tensions that this may raise, that bet on the relationships between the multiple existing differences, giving value to those generally ignored, invisibilized, little attended and unheard.