CIDADANIA E FORMAÇÃO DE PROFESSORES(AS) NA CONTEMPORANEIDADE: DESAFIOS E PERSPECTIVAS

Abstract

This study examines the relationship between citizenship, teacher training, and curriculum, emphasizing the school as a central space for fostering values, attitudes, and skills that underpin the practice of conscious citizenship. It is guided by the research question: How can teacher training and curriculum organization contribute to a citizen-oriented education that promotes a more just and inclusive society? The primary objective is to analyze conceptions of citizenship, teacher training, and curriculum based on academic productions, identifying challenges and opportunities for building emancipatory and critical pedagogical practices. The methodology adopts a qualitative approach, with state-of-the-art research, through scientific articles that deal with the theoretical categories of citizenship, teacher training and curriculum. The analysis corpus is grounded in critical and post-critical theories, supporting the perspective of a transformative school sensitive to social inequalities. The findings highlight the need for teacher training that integrates critical thinking, interdisciplinarity, and reflection, alongside a curriculum that functions as an emancipatory instrument. Identified challenges include breaking away from traditional educational models, incorporating social themes into the curriculum, and encouraging active student participation as protagonists of their learning processes. In light of the discussions presented in the articles, the study infers that citizenship education requires a school that fosters dialogue, the construction of subjectivities, and the confrontation of inequalities, aligned with the demands of a constantly changing society. Furthermore, the study emphasizes the importance of deepening research on the impact of political and economic changes on education, highlighting the role of teacher training in implementing pedagogical practices oriented toward citizenship.