Abstract

This paper explores the multifaceted nature of teacher training placements, emphasizing the interconnectedness of teaching, research, and outreach within the pedagogical framework. Drawing on Schopenhauer’s notion of beauty as a relational encounter, the study argues against a simplistic understanding of teacher training that overlooks the critical dimension of praxis. The authors, Pimenta and Lima, highlight the limitations of conventional training curricula, suggesting they often present isolated subjects without meaningful connections to real-world contexts. The concept of imitation in teaching practice is examined, contrasting it with the richer notion of mimesis, which encompasses competition and emulation. Furthermore, the internship is positioned as a vital research experience that fosters a blend of intuition and practical engagement, informed by Deleuze’s interpretation of Bergson’s philosophy. This approach emphasizes the importance of duration, memory, and vital impulse in shaping the intern’s journey, advocating for a methodological understanding that transcends the confines of empirical analysis. The paper ultimately calls for a reevaluation of teacher training placements as dynamic sites of learning that are essential for the development of critical educators.

Keywords

teacher training, imitation and mimesis, deleuze and bergson, praxis, internship as research