The Expropriated School. General Pedagogy and Initial Teacher Education

Abstract

This paper offers a reflection on the progressive epistemological expropriation of the school and its implications for initial teacher education, through the analysis of selected contemporary narratives on schooling (Biesta, Pennac, Illich, Recalcati). It suggests rethinking the school as a space of scholé and initial teacher education as a reflective experience oriented toward a conversion of pedagogical posture, reaffirming the role of general pedagogy in epistemically grounding the school as a space for the formation of the person.