ABSTRACT The traditional paradigm of education, although outdated, still supports Soil Educational procedures in several Brazilian universities. However, the strategic documents of these institutions (Institutional Development Plan-IDP, Institutional Political Project-IPP and Pedagogical Projects of Courses-PPC’s) support a critical vision of education, which converges with the emancipatory paradigm and with the purpose of Soil Education (SE), which is the formation and transformation of subjects for conscious actions in reality. To overcome this problem, we propose educational procedures guided by emancipatory principles […]