Social sciences/sociology teachers formation: subsidies for debate

Abstract

This work aims to reflect on the theme of initial formation of Social Sciences/Sociology teachers. At first, briefly analysis the formative models of the licentiate in Social Sciences, in an attempt to extract the conceptions about the formation of Sociology teachers at the basic education that can be found in many higher education institutions. After that, resumes the discussion about the binomial bachellor degree versus degree, teaching versus research, in means that the dichotomy "being a teacher / being a researcher," present in the formative percourse adopted by many universities, shows an imbalance in the relationship between theory and practice . At the end, points the supervised traineeship of licentiate courses as a privileged place of encounter between theory and practice, and the Initiation program to teaching (PIBID) as a opportunity of connection between the initial formation process at the university and teaching professional practice.