Formação inicial de professores: a construção do curso de Licenciatura em Ciências Sociais de uma Universidade do interior de Minas Gerais

Abstract

The present master’s research aimed to investigate the initial training of graduation Social Sciences teachers of a University of the interior of Minas Gerais. The main purpose of this research was to understand, in the light of the curriculum sociology, which conceptions the formal curriculum of the graduation course in Social Sciences represents. Therefore, we sought to know the constitution of the graduation course in Social Sciences, to analyze the influences of the public policies of teacher training, to understand the conceptions of teacher formation in the Curricular Pedagogical Project and in the perceptions about teachers' curriculum, identify the knowledge in the formal curriculum which is considered valid, as well as which sources of this knowledge are legitimized/validated. After the analysis, it was concluded that the graduation course in Social Sciences came about by stimulus of the REUNI, together with the baccalaureate in the same area, without the necessary investments that guarantee the autonomy of the two modalities. With a qualitative approach and theoretical foundation based on the Critical Theory, we used documentary analysis and semi-structured interviews. After the analysis, it was concluded that the graduation course in Social Sciences came about by REUNI stimulus, together with the baccalaureate in the same area, without the necessary investments that would guarantee the autonomy of the two modalities. The conception of teacher training that is manifested in the documents goes against technical rationality and most teachers perceive this tendency. The set of ideas that organizes the curriculum starts from the view of the teacher-researcher; however, this vision is based in the presuppositions of the baccalaureate and this research is inserted in the domain of the theoretical contents of the Social Sciences. The knowledge related to the field of education is understood as a theoretical complement of the first formation of the teachers and has all the responsibility of the practical formation.