Citizenship in pedagogy courses: an analysis of Political Pedagogical Projects

Abstract

This study unveils the results of a documentary type of research carried out in Brazilian pedagogy courses, having the issue of citizenship as its main theme. The object of our investigation revolves around PPPs (Political Pedagogical Projects) stemming from a sample of ten courses selected among ten Brazilian states and based on the highest score criteria in the 2019 ENADE (National Student Performance Examination). The research problem lies on the perception of how citizenship is presented in the PPPs of the aforementioned courses, considering that the Federal Constitution requires that citizenship should be taken as a purpose of national education, resonating with the National Education Guidelines and Framework (LDB), Law No. 9394/1996. Among the achieved results, we highlight that the word citizenship was textually addressed in only one of the PPPs, though, from a standpoint of content and concept, the term was detected in all of them. Lastly, there is an indication of the difficulties that the research offered, as well as three propositions, including the creation of a national forum of pedagogy courses.