Contributions of Mario Osorio Marques to teacher training in contemporary times

Abstract

Mario Osorio Marques, a renowned educator and researcher, proposes a hermeneutic and reflective approach to the construction of knowledge and the development of teaching practice. The aim of this research is to reflect on the contributions of Mario Osorio Marques' studies to teacher training and educational processes in contemporary times.

This is a theoretical-reflective text, with a qualitative methodological approach, based on the work “Pedagogy: the science of the educator” by Marques (2006) and the survey of articles on the Capes Periodicals Portal. Data analysis was carried out according to the theoretical assumptions of Discursive Textual Analysis by Moraes and Galiazzi (2020). From this analysis, the following categories emerged: critical-dialectical requirement, hermeneutic requirement, and epistemic-instrumental requirement. To support the research, Marques (2006) and Freire (2006) were used. The results show that the critical-dialectical, hermeneutic and epistemic-instrumental requirements in teacher training seek, respectively, to promote a critical interpretation of pedagogical practices, a transformative education that challenges positivist rationality and a continuous improvement of teaching practice through theory-practice integration and constant reflection. It is concluded that Marques leaves a lasting legacy for educators, as he advocates a dynamic, contextualized educational practice capable of responding to the demands of a world in constant transformation. Thus, his contributions are undeniable and are reflected in studies and research that continue to inspire educational processes.