Political formation in Degree courses in Pedagogy and Mathematics at UFSCar: sociological contributions

• Grant number: 23/18262-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2024
• End date: April 30, 2025
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Maria Cristina da Silveira Galan Fernandes
• Grantee: Letícia Hyppólito
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

This Scientific Initiation project is inserted in the scope of studies on higher education, problematizing the relationship between the political training of students on Bachelor's degree courses at a public university and the teaching of sociology. The objective of the research is to understand the contributions of sociology to the political formation of students from undergraduate courses in Pedagogy and Mathematics at the Federal University of São Carlos, aiming to understand whether its reflective and questioning tools can contribute to the formation of future "teachers as transformative intellectuals". The study is based on Critical Pedagogy proposed by Henry Giroux (1997), which assigns to the teacher not only curricular and evaluative duties, but also the responsibility of critical reflection on both school and social reality. It is considered as an assumption that the subjects based on Sociology content in Pedagogy and Mathematics courses can be a starting point for investigating the fragility of the political training of these future teachers, as it contributes to the understanding of the school as reproducing or transforming social reality. This is an exploratory research, using as research tools a bibliographical survey, semi-structured interviews and a documentary analysis of the records of the Federal University of São Carlos and the chosen courses. It is expected that the results obtained can contribute to overcoming the challenges related to the training of teachers with a critical and reflective bias, using the contributions of sociology as a possible starting point.