Objective:

To analyze the contexts, socialization practices, student participation, the type of identities and subjectivities that teachers promote in their training as political subjects and citizen training.

Methodology:

The methodology was focused on a systematic review of the scientific literature based on the adaptation of the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) based on research taken from specialized databases such as Dialnet, Scielo, Redalyc, Latindex, Jurn, among others, using the following terms as descriptors, based on the research question: “Training of political subjects at school”, “Construction of citizenship at school” and “Citizen training at school.

Results:

It is evident that the authors consulted propose methodological strategies for the training of critical political subjects and citizen training, participatory and capable of transforming themselves and their context. In line with this, it is significant to recognize the place that teachers and professors occupy in the process of social change and training of political subjects.

Conclusion:

The need to recognize the physical, cultural, political, and social environment is shown in order to increase the participation of students who intend to generate autonomous processes for the good of their own community.

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