A formação de professores de sociologia no Maranhão: novos modelos formativos, novos problemas e velhas questões não resolvidas

Abstract

In the last ten years, the number of spots, courses and educational models for those interested in teaching sociology in High School has increased in the state of Maranhão, Brazil. In addition to the licentiate degree courses in the Social Sciences field offered by UFMA (Federal University of Maranhão) and UEMA (State University of Maranhão), some alternatives have emerged since 2009, such as: the second option for degree courses in Social Sciences (UFMA/Parfor) and courses in the area of Humanities, which enable sociology teaching, available in Three Campuses of state countryside. On the other hand, private HEIs (Higher Education Institutions) offer a licentiate degree course in Sociology, under a distance-learning modality, with almost unlimited number of vacancies. Taking as reference the curricular structures and pedagogical and political projects, this study discusses these educational models, problematizing their curricular structure, comparatively observing some changes in the professional profile of new educators. This paper also serves to question older matters about the educational background of sociology educators, such as the perpetuation of the bachelor's inheritance in some models; in others, problems with theoretical education in Social Sciences; the almost complete abandonment of raising researchers; the theoretical limitations and poor education that the distance learning degree can promote to future teachers in the case of courses offered by the HEI.