The Institutional Scholarship Program for Initiation into Teaching in Social Sciences of the Federal University of Mato Grosso and the training of Sociology teachers for Basic Education

Authors

  • Francisco Xavier Freire Rodrigues Universidade Federal de Mato Grosso - UFMT Programa de Pós-Graduação em Estudos de Cultura Contemporânea - ECCO/UFMT Departamento de Sociologia e Ciência Política - UFMT
  • Edilene da Cruz Silva Professora da Universidade Federal de Mato Grosso - UFMT Mestre em Ciências Sociais pela UNESP.

DOI:

https://doi.org/10.4013/csu.2015.51.3.06

Abstract

This article analyzes the contributions of the Institutional Scholarship Program for Initiation (PIBID) of Social Sciences of the Federal University of Mato Grosso in the training of Sociology teachers for basic education in Cuiabá (Mato Grosso State). The main objective of this paper is to discuss the scope and the limitations that the conceptions and practices prevailing in the public schools of basic education and higher education institutions that train teachers, on the one hand, and the factors that influence recruitment for the teaching career, on the other, may bring to the purposes of the recent Institutional Scholarship Program for Initiation into Teaching (PIBID-CAPES). This is a qualitative investigation that has as its main techniques bibliographical review, ethnography at the PIBID schools and interviews with scholarship holders and supervisors. Since the Program is part of a wider set of actions that aim to establish a public policy for teacher training and basic education, the first part of the article describes the goals and principles that give support to the proposal. The second part is devoted to the assessment of the impact of training actions of the PIBID of Social Sciences at the Federal University of Mato Grosso on students (both scholarship holders and non-scholarship holders) and to the contextualization of the experience in the more general framework of this teacher training course. Finally, in the light of the experiences described in the second part, the article presents an assessment of current features of the educational systems that can prevent, if they not changed, the objectives pursued by the Program, viz. fostering the improvement of training and the enhancement of the teaching career, integrating the theoretical and practical training in the curriculum of the courses with the inclusion of schools as loci of training.

Keywords: teacher training, sociology, PIBID.

Author Biographies

Francisco Xavier Freire Rodrigues, Universidade Federal de Mato Grosso - UFMT Programa de Pós-Graduação em Estudos de Cultura Contemporânea - ECCO/UFMT Departamento de Sociologia e Ciência Política - UFMT

Doutor em Sociologia pela UFRGS (2007), Mestre em Sociologia pela UFRGS. Professor Adjunto III do Departamento de Sociologia e Ciência Política da UFMT. Docente Permanente do Programa de Pós-Graduação em Estudos de Cultura Contemporânea - ECCO/UFMT.

Lider do GEPECS - Grupo de Estudos e Pesquisa em Esporte, Cultura e Sociedade - CNPq/UFMT.

Edilene da Cruz Silva, Professora da Universidade Federal de Mato Grosso - UFMT Mestre em Ciências Sociais pela UNESP.

Graduada(Bacharelado, 1999 e Licenciatura, 2002) e Mestre(2003) em Ciências Sociais pela UNESP - Universidade Estadual Paulista Júlio de Mesquita Filho - campus Marília. Professora das áreas de Ensino de Ciências Sociais e Ciência Política junto ao Departamento de Sociologia e Ciência Política da UFMT - Universidade Federal de Mato Grosso. Desenvolve projetos de pesquisa nas áreas de Formação de Professores e Ensino de Ciências Sociais, Ciência Política Contemporânea e Políticas Educacionais. Foi coordenadora do subprojeto PIBID

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Published

2015-11-11

Issue

Vol. 51 No. 3 (2015): September/December

Section

Dossiê: Ensino de Sociologia na Educação Básica – ENESEB2015

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