The action of teachers as transforming intellectuals: the society of knowledge and the breaking of paradigms

This study addresses the action of teachers in the context of the society of knowledge, articulating the notions of teachers as transforming intellectuals and the break of paradigms. It unfolds into two parts: in the first, we aim at identifying paradigms that influence the pedagogical action of the teachers and, in the second, we characterize the role of the teacher as an intellectual, from the notion of the Society of Knowledge's paradigm, as wells as an articulator of the democratic discourse both as a reference to critical analysis and an ideal grounded on the dialectic notion of the school-society relation. Authors produce fundamental content concerning the teacher, their emancipation and the society of knowledge; besides critical assumptions to the teacher's posture as transmitter of information, characteristic of the Industrial Society paradigm, understanding that, from the moment the teacher begins questioning the meaning of their own work, we are on the way to having the teacher act as a reflexive professional.