A sociologia da educação na formação de professores : potencialidades e limitações

Abstract

Este estudo, com o título “A sociologia da educação na formação de professores”: potencialidades e limitações tem como principal objetivo, analisar as dificuldades que os professores revelam em mobilizar conhecimentos da disciplina sociologia da educação na sua prática pedagógica. Para realizá-lo, utilizaram-se as abordagens qualitativa e quantitativa. O que permitiu constatar que na formação inicial da educação superior destes professores, os conteúdos mais presentes durante a ministração da disciplina sociologia da educação foram as teorias sociológicas no campo da educação, com base no consenso e também com base no conflito. Mais de 50% dos professores da amostra declararam que durante o desenvolvimento da disciplina sociologia da educação foram proporcionadas atividades que oportunizassem ao aluno o ensino, a pesquisa e a extensão. Em relação à prática docente, cerca de 69,70% não têm tempo para planejar as aulas na escola.

This study, entitled “The sociology of education in teacher’s training: potentialities and limitations” has as main objective to analyze the difficulties that teachers reveal to mobilize knowledge of the discipline sociology of education in their teaching. To accomplish it, we used the qualitative and quantitative approaches. What have revealed that in the initial training of these teachers in higher education, the most present content during the administration of discipline sociology of education were sociological theories in the field of education, based on consensus and also based on the conflict. During the development of the discipline of sociology education, more than 50% of teachers declared that were provided activities that to the student giving a chance to practicing teaching, research and extension. Concerning to teaching practice, about 69.70% do not have time to plan lessons in school; 60.60% (n=20) have participated in projects focused on student’s social reality, eleven (11) reported that there was discussion in school results achieved, 72.73% did not experience any difficulties in working themes focused on the student's reality. It was found therefore that the sociology of education may imply in teacher’s intellectual performance and didactical, contributing to an analysis of the reality of the school.