Trajetórias e práticas de professores de Sociologia do ensino médio do Cariri Paraibano.

Abstract

The research aimed to comprehend the formation of high school sociology teachers in Cariri – Paraíba, from their trajectories. For that, a brief presentation was made about the return of sociology to the high school curriculum and how this implied the initial training of graduates in sociology. From this general discussion, I report my life trajectory with the objective of making an interface between my trajectory and the school, academic and professional formation process. It is in this context that the research object is outlined. The question proposed is to think: how has the process of training high school sociology teachers in Cariri – Paraíba been constructed and constituted? This is a case study – an exploratory research – which took a qualitative approach but did not dismiss the quantitative data. Data collection took place through instruments – more or less – structured, such as semi-structured interviews and questionnaires, at different times and in various situations. Analyzes of official documents were also carried out, like the educational guidelines of the State of Paraíba, as well as the Political Pedagogical Projects of the schools in which the teachers work. From Bourdieu's theoretical contribution and his theory of practice, the concepts of habitus, illusio and social field were mobilized to think about the agents' trajectories. This way, the (auto)biographical method was used to address the biographical elements and the trajectories of high school teachers. It was possible to notice that the teachers' life trajectories were marked by many difficulties. Some of them could be considered as improbable narratives, but which, with family incentives and institutional mediations, achieved success and school longevity, becoming high school teachers. Due to the lack of continuing education and the difficulties arising from the scarcity of didactic-pedagogical resources, the teachers' training process is built daily on the “classroom floor” from their own pedagogical practices, in a self-training process.