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This book investigates the effects of the reform pact proposed by UNESCO on university pedagogy for teacher training. Its central problem is the question of the announced new social function of the university in the 21st century and its repercussions on university pedagogy for teacher training, as a proposal capable of going beyond the idea of merely adapting individuals to the consolidation of social changes in new stages of organisation of hegemonic rationality. The proposed exercise is characterised as a dialectical movement structured on the basis of the theoretical-methodological conceptions of reproduction and contradiction, mediated by the analytical categories characteristic of university pedagogy, in this work translated into the conceptions of the technical dimension, the scientific-pedagogical dimension and the socio-political dimension of teacher training. The work shows that the reformism articulated by UNESCO accommodates the social function of university pedagogy to its adaptive functionality for the reproduction and social legitimisation of the new productive order and to the very justification of its functionality as a productive organisation.