EPISTEMOLOGICAL-COMPREHENSIVE PATH OF CRITICAL LITERACY IN INITIAL TEACHER EDUCATION

The article presents the critical-theoretical constructs that make up the theoretical framework of the doctoral thesis entitled: “Conceptions of teachers in initial training from and for sociocultural critical literacy,” which is under development. First, the epistemological reflections related to the school of thought that sustains the doctoral thesis are approached. A circuit of comprehensions and emergences between the triad critical literacy/conceptions/teacher training is proposed, and third, the relations where new theoretical fields of conceptual understanding underlie are established, to finally make explicit the methodological path that orients the scope of the purposes proposed for the research.