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Historically, universities have become benchmarks for training, creation and exchange of interdisciplinary knowledge and practices that coalesce and are deployed in the figure of the teacher and all his accumulated pedagogical experience and knowledge. However, the development of his profession is situated in different problematic and conflicting contexts that have led the teacher, as a social subject, to put out a discourse that explicitly or tacitly reveals a form of political culture that is commonly expressed in a certain field. That expression, either social, educational or cultural, is subject to their interests, principles and motivations. Using a qualitative approach in which in-depth interviews were applied to teachers of public and private universities, it was found that narratives agree in understanding the political culture as the form of organization and administration of the State, with power as a category throughout different areas of struggle. They also articulate political culture in their pedagogical practices according to their disciplinary field; nonetheless, public sector teachers show an understanding from critical discourse, but also from action because they articulate their positions with social movements of resistance. That does not show in thhe private education professionals, whose understanding tend to be only of the discourse without any involvement in direct action or civil resistance processes.

boletín redipe

Comprensiones sobre cultura política y su relación con las prácticas pedagógicas en profesores universitarios: un estudio comparativo entre una institución pública y una privada