Training contributions to the knowledge of the 21st century teacher

A project to be discussed

Abstract

This article aims to discuss the importance of knowledge about the Political-Pedagogical Project in training teachers in the 21st century. A qualitative-ethnographic methodology is employed. Empirical data were collected in an eighth-semester class of the Pedagogy program at a private college in Northwestern Minas Gerais during the classes of the Political-Pedagogical Projects discipline taught by the responsible professor. Thirty-three voluntary students, identified from 01 to 33, participated in this study. They engaged in readings, participated in debates, and wrote an essay in response to the question: What is my Political-Pedagogical Project to become a teacher in the 21st century? It was explained that their responses would be used to elaborate on this work, and they readily agreed to provide their texts. Data analysis was performed using the content analysis technique proposed by Bardin (2011). The results indicate good assimilation of the concepts discussed in the classroom.