Critical theory of curriculum in Giroux as facing the space of reproduction in the continued teacher training

Abstract

This article aims to present and discuss the Critical Theory and its construction from the Frankfurt School, the Curriculum in Giroux, the Continuing Teacher Education, its theoretical and bibliographic implications, and, finally, how coping with reproduction in the scope Teacher training. It presents the theorists of the Frankfurt School, with its centrality in the curricular questions analyzed by Henry Giroux. It discusses the importance of Critical Theory as a central element in the Curriculum of Continuing Teacher Education, as well as coping with reproduction based on technical rationality. Finally, it is worth mentioning, in the perspective of
critical reflection, that teachers advance in a process of confrontation when they overcome technical rationality by means of reflection on their practice and their ongoing formation from action research.