Political formation in the bojo of university pedagogy: implications in the formation of future teachers

Abstract

Based on the assumption that political education guides collective life and demands to equip the subject to build a fair, democratic and inclusive society and that participation in school generates political learning for participation in society in general, this work analyzed how university teaching weaves processes of critical education, the policy of students in training, in order to impact the future educational practices of the basic school. The research was based on the discussion of political education and university pedagogy, taking into account the contributions of qualitative methodology, with the option of a semi-structured interview. The participating subjects were nine students graduating from undergraduate courses at a public state university. The analysis of the data carried out, using the Thematic Analysis technique, allows us to conclude that political education does not occupy the center of the concerns of university pedagogy, with issues of social urgency being supplanted by the plastering of the curriculum. The debate comes to the fore only in the specific subject at the end of the course, thus distorting the concept of politics as necessarily a daily practice.