A FORMAÇÃO DOCENTE EM CIÊNCIAS SOCIAIS: UMA ANÁLISE DO PROJETO PEDAGÓGICO DO CURSO DE LICENCIATURA EM CIÊNCIAS SOCIAIS DA UFCG

Abstract

The training in Social Sciences in Brazil is historically marked by a scenario of academic hierarchization between the bachelor's degree and the training of teachers for basic education. With the recent educational normative reforms, universities were required to promote a greater integration between reference theory and pedagogical practice. Given this context, the present research aims to analyze to what extent the curriculum of the 2018 Pedagogical Political Project (PPC) of the Social Sciences Licentiate degree at the Federal University of Campina Grande (UACS/UFCG) has managed, in practice, to overcome the historical hierarchy between the training of the researcher and that of the Basic Education teacher. The adopted methodology is characterized by a mixed approach (quantitative-qualitative), structured on two fronts: a bibliographic and documentary review, focusing on the history of the discipline, current legislation, and the PPC text; and an empirical research, conducted through the application of questionnaires to a sample of 26 alumni of the course. The results show that the 2018 PPC represented a significant structural advance, overcoming the fragmentation of previous curricula by establishing a massive workload of pedagogical practices and teaching laboratories. However, the empirical research reveals a significant lack of engagement in the teaching career and points out that the formative dichotomy has migrated from the formal curriculum to the institutional culture. It is concluded that, despite the documentary and curricular success, the full consolidation of educational praxis still faces the persistence of an academic structure that tends to marginalize public education in favor of research.