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The present paper is aimed at introducing elements for discussing the consequences derived from a process called 'institutionalization of knowledge.' The matrix presents a number of five theses dealing with the concept of deprivation of knowledge legitimacy of common people exerted by institutionalized intellectuality. Hence, the article makes reference to institutionalization processes of knowledge based on the school and its curriculum, implications of what is called the alliance between the wise intellectual people and knowledge as a means of power, and finally the importance of establishing research competences in teacher training programs for them to understand as well as empower them with the reality they are living, i.e. communities of practice. [ABSTRACT FROM AUTHOR]

The purpose of this article is to know the social representations that Teacher Training Program students have in relation with pedagogical and disciplinary knowledge and their perceptions of weaknesses and strengths of their teaching training process. This investigation was carried out on the basis of qualitative methodology, using a semi-structured interview as the technique to gather information which was analyzed through a structural semantic technique. As a main conclusion of the investigation it is worth mentioning that the emphasis lies on disciplinary knowledge rather than on pedagogic training, both in the curriculum and in the interest shown by teachers and students. [ABSTRACT FROM AUTHOR]