POLITICAL TEACHER EDUCATION IN THE AMAZONIAN SCENARIO

Abstract

This article analyzes the political training of teachers within the Amazonian context, based on the ontological and epistemological premises of Historical-Dialectical Materialism. It begins with a critique of scientific neutrality in societies structured by class antagonisms, situating teacher training within the contradictions of contemporary capitalism—marked by neoliberal rationality, labor precarity, the socio-environmental crisis, and the resurgence of conservative forces. The study was conducted through action research with graduating students of the Pedagogy program at the State University of Pará (UEPA), articulating a bibliographic study and a formative intervention structured into three dialectical moments: awareness-raising, consciousness-building, and praxis. Data were collected via closed-ended questionnaires and examined using content analysis. The results demonstrate a qualitative shift in the participants' socio-political understanding, reflecting a transition from an initial disinterest in politics to a critical interpretation of structural forms of oppression, such as racism, sexism, environmental exploitation, and capitalist domination. The study concludes that political training, when guided by critical pedagogical practices, can serve as a relevant mediation in the process of teacher emancipation.