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This study aims to understand and deepen the reflection on the ethical dimension in teacher education and performance, emphasizing its importance for the development of a pedagogical praxis in favor of dialogical relationships. Faced with a pedagogical context marked by the conceptions present in contemporaneity that are guided by the condition that students are not seen as subjects of their own history and by the scientific development that privileges doing over thinking, we listed as main questions: what are the actions Could they help teachers to rethink their pedagogical practice, working so that human education becomes the essential aspect? Through a qualitative bibliographic research, based on authors such as Severino, A. J. (2011, 2010), Saviani (2015, 2016), Goergen (2011), Carvalho (2013, 2015, 2016), among others, we will seek to affirm the importance of alterity and presence in the relationship between teachers and students for a humanizing and emancipating education. We consider that every pedagogical action, from its origin and purposes, objectives and goals, has a close relationship with the Ethical Dimension and, therefore, they are ethical processes that, when carried out in the school institution, are committed to elevating the student from his condition as an individual in search of its humanization and emancipation. [ABSTRACT FROM AUTHOR]

The Training and the Praxis of the teacher from the Materialist Dialectic, the Cultural Historical Theory and the Critical Historical Pedagogy is the title of this dossier, which proposes to analyze contemporary themes that deal with a critical look at society, education and human training, in order to resume the contributions about dialectical thinking. It intends to discuss the formative processes that involve the school as a social institution responsible for socializing the knowledge produced by humanity, aiming at a quality education that can reverberate in the development of critical thinking of the subjects involved in the process about the objective reality. The texts are based on the Critical-Historical Pedagogy and the Cultural-Historical Theory, and mark their position by pointing out that the enrichment of human existence in its omnilateralism is a process of active and conscious appropriation, by the individual, of the cultural resources present in the environment and the value of interaction between student and student, student and teacher. [ABSTRACT FROM AUTHOR]