Pedagogy and quality education: an overview to the rural teachers´training

Abstract

This article aims to present a critical reflection in light of quality and the pedagogical knowledge dialogue within the school context as a very important educational subject. It departs from the definition of quality and its relation with pedagogy; it also seeks to reflect on the formation of rural teachers from a critical perspective framed on the alleged correspondence between quality and education. Finally, some conclusions will be drawn to highlight a summary of the proposed thesis and some open questions to forward future works.