Critical pedagogy for public and social management : the thematic workshop device as an integral experience

Abstract

Introduction: The theoretical-practical field of this article is the recognition of educational and extensionist practices as fields of dispute, between paradigms, theories and possible meanings. The context is the construction of the Political Pedagogical Plan for a Bachelor's Degree in Public/Social Management and Public Policies, in one of the newest Universities in the country (Brazil). Objective: The article aims to socialize and reflect on the experience of building a pedagogical device that we call the Thematic Workshop (TW) based on the desire to build a critical pedagogy in public/social management and public policies. Methodology: In methodological terms, this is a reflective approach, supported by bibliographic research, of a practice of political-pedagogical construction, seeking to deepen the theoretical-methodological bets that its design implies. Results: The result is to enucleate the theoretical-practical implications of methodological innovations instigated by the requirement of curricular accreditation of extension, seeking to advance in the effective integration between teaching/research/extension. Conclusion: The design of the TW creatively interprets the scenario of extension accreditation, allowing to question the meaning of the concept of experience in curriculum construction and opening an autonomous space for self-knowledge on the part of the student in relation to the type of professional he intends to be.