Letramento político pela extensão universitária: perspectivas e limites na formação de professores em História

Abstract

This research had as its object “political literacy”, delimited to the training of History teachers, at the Goiás State University (UEG), through university extension projects, carried out between 2017 and 2021. The choice of theme and its delimitation are justified by motivations personal, academic, professional and social. In this way, it assumes the problem “What are the limits and perspectives of political literacy in the training of History teachers at the State University of Goiás through university extension projects?”. In this ráxis l, the general objective was to analyze the limits and perspectives of political literacy in the formation of History teachers at the State University of Goiás through university extension projects. In order to achieve this objective, the following were chosen as specific: 1. To discuss literacies and political literacy; 2. Historicize the training of History teachers in Brazil from the perspective of ráxis; 3. Contextualize and conceptualize university extension in Brazil; 4. To analyze university extension projects in the construction of political literacy in the formation of History teachers at UEG. The research was of a qualitative nature, ráxis with a theoretical-empirical, bibliographical, documental and multiple case study nature, approaching the historical-dialectical ráxis lista perspective in Marx (1979, 1997) by understanding the dialectical movement of the subject-object relationship as a synthesis of multiple determinations, political, social, economic, cultural and ideological factors that build and constitute individuals, institutions and relationships. The theoretical framework made use of authors such as Freire (2000, 2011), Soares (2003, 2009, 2011), Cosson (2010, 2011, 2015) and others who discuss Literacy and Political Literacy; Fonseca (1993, 2003), Nóvoa (1991, 1995), Saviani (1984, 2009, 2003), Vázquez (1997, 2011), Curado Silva (2011) and others who discuss the training of History teachers, teacher training and epistemology of ráxis; Reis (1995, 1996), Gurgel (1996, 2001), Kochhann (2019, 2021) among others who discuss university extension, as well as authors who discuss the training of History teachers. The official documents analyzed were the National Education Plan (2014-2024), Resolution CNE/CES no 07/2018, Law no 14.038/2020 and others. The multiple case study was with 54 extension projects linked to the History course, at UEG, carried out between 2017 and 2021, as well as with the application of a mixed questionnaire to 02 academics and 02 coordinators of the extension projects selected following criteria. There is a lack of knowledge about political literacy in extension projects and a pseudoconcreticity of these that are consolidated by the conception of service provision, requiring a break with traditionalism to achieve a procedural, organic and academic perspective through emancipatory praxis. Thus, the contradictions and mediations impel us to epistemologically deepen the discussions around political literacy and the necessary and possible praxis in the curricularization of extension for the formation of critical, autonomous, humanly emancipated and politically literate teachers. Thus, the contradictions between limits and possibilities impel us to deepen epistemologically the discussions around political literacy and the necessary and possible praxis in extension activities for the formation of critical, autonomous, humanly emancipated and politically literate teachers. Here is something for UEG managers to analyze regarding university extension.