Social sciences/sociology teachers formation: subsidies for debate
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Em Tese (Florianópolis) |
Texto Completo: | https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p187 |
Resumo: | 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. |
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Social sciences/sociology teachers formation: subsidies for debateFormação de professores de ciências sociais/sociologia: subsídios para o debateThis 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.Este trabalho busca refletir sobre o tema da formação inicial de professores de Ciências Sociais/Sociologia. Em um primeiro momento, analisa brevemente os modelos formativos das licenciaturas em Ciências Sociais, na tentativa de extrair as concepções sobre a formação do professor de Sociologia da escola média, presentes em muitas instituições de ensino superior. Em seguida, retoma a discussão em torno dos binômios licenciatura versus bacharelado, ensino versus pesquisa, na medida em que a dicotomia “ser professor/ser pesquisador”, presente nos percursos formativos adotados por muitas universidades, evidencia um desequilíbrio na relação entre teoria e prática. Por fim, aponta o estágio curricular dos cursos de licenciatura como um espaço privilegiado de encontro entre teoria e prática, e o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) como uma oportunidade de conexão entre o processo de formação inicial na universidade e a prática profissional docente. Universidade Federal de Santa Catarina2015-12-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p18710.5007/1806-5023.2015v12n2p187Em Tese; v. 12 n. 2 (2015); 187-2031806-5023reponame:Em Tese (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p187/30826Copyright (c) 2015 Leomir Souza Costainfo:eu-repo/semantics/openAccessCosta, Leomir Souza2018-11-12T08:56:57Zoai:periodicos.ufsc.br:article/40570Revistahttps://periodicos.ufsc.br/index.php/emtese/PUBhttps://periodicos.ufsc.br/index.php/emtese/oaiportaldeperiodicos.bu@contato.ufsc.br||revistaemtese@gmail.com1806-50231806-5023opendoar:2018-11-12T08:56:57Em Tese (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Social sciences/sociology teachers formation: subsidies for debate Formação de professores de ciências sociais/sociologia: subsídios para o debate |
title |
Social sciences/sociology teachers formation: subsidies for debate |
spellingShingle |
Social sciences/sociology teachers formation: subsidies for debate Costa, Leomir Souza |
title_short |
Social sciences/sociology teachers formation: subsidies for debate |
title_full |
Social sciences/sociology teachers formation: subsidies for debate |
title_fullStr |
Social sciences/sociology teachers formation: subsidies for debate |
title_full_unstemmed |
Social sciences/sociology teachers formation: subsidies for debate |
title_sort |
Social sciences/sociology teachers formation: subsidies for debate |
author |
Costa, Leomir Souza |
author_facet |
Costa, Leomir Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
Costa, Leomir Souza |
description |
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. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-09 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p187 10.5007/1806-5023.2015v12n2p187 |
url |
https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p187 |
identifier_str_mv |
10.5007/1806-5023.2015v12n2p187 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/emtese/article/view/1806-5023.2015v12n2p187/30826 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2015 Leomir Souza Costa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2015 Leomir Souza Costa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
publisher.none.fl_str_mv |
Universidade Federal de Santa Catarina |
dc.source.none.fl_str_mv |
Em Tese; v. 12 n. 2 (2015); 187-203 1806-5023 reponame:Em Tese (Florianópolis) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Em Tese (Florianópolis) |
collection |
Em Tese (Florianópolis) |
repository.name.fl_str_mv |
Em Tese (Florianópolis) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
portaldeperiodicos.bu@contato.ufsc.br||revistaemtese@gmail.com |
_version_ |
1797239879091879936 |