Rationalities and epistemologies of practice: theoretical and methodological reflections on/for understanding teaching practices

Educational practices have been configured as an object of study for educational researchers and as a theme of permanent dialogues in training spaces, providing opportunities for multidimensional knowledge mobilized by reflections on the intentions of these actions in the educational field. We aim to discuss the rationalities and epistemologies of education that collaborate in the understanding of teaching practices, mediated by the theoretical and methodological assumptions that underlie the development of teaching in the different fields that constitute them. We start from the assumption that studies on rationality and epistemologies in education collaborate in the understanding of teaching practices, configuring themselves as theoretical units that support practical know-how in the context of educational action and these, when (re)elaborated in the process of permanent reflection/action of teaching and learning favor the construction of multiple knowledge, triggering improvements in the quality of teaching work. This study is a theoretical article that originated from reflective debates in the discipline of educational practice of the doctorate in education. The discussions held in the theoretical-reflexive field in the educational context on rationality and epistemologies become essential themes for deepening and reflecting on the training needs of teachers, on the knowledge, practices and teaching professionalism, given that this knowledge is underlying the field of study of this research. Therefore, the sharing of knowledge in dialogic moments about educational practice anchored in theoretical studies, evidenced permanent reflections on training processes and teaching action, favoring the re -signification of theoretical knowledge in relation to the rationalities and epistemologies of practice.