Sociology, formation of teachers and interdisciplinarity. Achievements and challenges in the experiments of the PIBID de Ciências Sociais at PUC-Campinas

Abstract

DOI: http://dx.doi.org/10.14244/198271991085

This study is an analytical description of an experiment conducted in an educational environment and its goal is to discuss the formation of teachers of Social Sciences in an interdisciplinary theoretical and practical perspective. It presents the achievements and challenges experienced by the Social Sciences division of the Institutional Program for Teaching Scholarships (Programa Institucional de Bolsa de Iniciação à Docência) – PIBID PUC-Campinas, Brazil. The authors discuss their own experiences as coordinators of scholarship students and also as teachers of these students. The weekly contact with the other coordinators, school visits, meetings with scholarship students, reporting, planning and monitoring the execution of interdisciplinary activities and reading of the evaluative activities of the scholarship students are what constitute the material hereby organized as an experience report. It is concluded that the program improved the quality of the participation of the scholarship students in the classroom, and that it provided a critical environment for the thinking about the formation of teachers and graduates. It is also concluded that, in spite of the efforts already made, we still have much to do before we can consolidate the teaching of Sociology in basic education. We know that, as contradictory as it may seem, interdisciplinarity is something that has yet to be established and legitimized in the university.

Keywords: Sociology teaching, Formations of teachers, Interdisciplinarity.