Communicative learning possibilities in research o teacher training

The article discusses the possibilities of a communicative learning between different epistemological approaches used in studies in the teacher training area, with reference to the purposes of continuing the world of action and discursive world. The study, reconstructive in nature, analyzed the paradigmatic and epistemological approaches that underlie the doctoral theses on teacher training, defended in the Brazilian federal universities in the last triennium assessment by CAPES (2007-2009). The authors sought to identify the factors which characterize the approaches: historical-materialist, phenomenological-hermeneutic, epistemology of practice, epistemology of complexity, social representation and poststructuralist theory - indicating common knowledge able to put discursive relations as necessary practice reference. The authors conclude that there is, in the works of different approaches, a claim to practical objectivity authorizing the development of communicative learning, explaining the evolutionary possibility of understanding processes between what reality teaches in the experience with the world and what is learned in the argumentative exchange