<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1647-3337</journal-id>
<journal-title><![CDATA[SOCIOLOGIA ON LINE]]></journal-title>
<abbrev-journal-title><![CDATA[SOCIOLOGIA ON LINE]]></abbrev-journal-title>
<issn>1647-3337</issn>
<publisher>
<publisher-name><![CDATA[Associação Portuguesa de Sociologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1647-33372025000400202</article-id>
<article-id pub-id-type="doi">10.30553/sociologiaonline.2025.40.2</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A sociologia da educação na formação de professores: Contributos para a reflexão a partir da análise de planos de estudo dos cursos de Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[The sociology of education in teacher development: Contributions to a reflection based on the analysis of syllabuses for Basic Education courses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Carina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação Centro de Investigação e Inovação em Educação]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação Centro de Investigação e Inovação em Educação]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>40</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1647-33372025000400202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1647-33372025000400202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1647-33372025000400202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo refletimos sobre as implicações de políticas educativas que crescentemente desvalorizam as ciências sociais e humanas na formação inicial de professores. Para tal desenvolvemos um estudo exploratório onde analisamos alterações recentes ao diploma que estabelece e regula as condições para a habilitação profissional para a docência, e caracterizamos a presença da Sociologia da Educação nos planos de estudo dos cursos de Educação Básica nas instituições de ensino superior público. A análise comparativa entre os Decretos-Lei n.º 43/2007, n.º 79/2014 e n.º 112/2023, evidencia uma valorização da formação em domínios técnicos e o desaparecimento da referência à Sociologia da Educação como domínio de formação fundamental. A análise realizada aos Planos de Estudo (n=20) e a Fichas de Unidade Curricular (n=16), confirma a presença da Sociologia da Educação, ou áreas afins, como unidade curricular obrigatória, quase na totalidade dos cursos, embora com variações significativas no volume de aprendizagem e momento de formação. Nos objetivos de aprendizagem predomina uma abordagem à análise das questões da educação centrada nos processos escolares, nas relações no interior da escola e no papel dos professores. Num momento em que se debate a falta de professores, é fundamental problematizar medidas que comprometam a qualidade da sua formação e conduzam à desprofissionalização da docência. Refletir sobre os contributos da Sociologia da Educação para uma ação educativa socialmente mais compreensiva e libertadora e para um entendimento do educador como profissional investigador e intelectual público, torna-se de relevância acrescida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we reflect on the implications of educational policies that increasingly devalue the social sciences and humanities in initial teacher education. To this end, we conducted an exploratory study in which we analyzed recent changes to the legislation that establishes and regulates the conditions for professional qualification for teaching, and we examined the presence of Sociology of Education in the curricula of Basic Education degree programs at public higher education institutions. The comparative analysis of Decree-Laws No. 43/2007, No. 79/2014, and No. 112/2023 reveals an increased emphasis on training in technical domains and the disappearance of any reference to Sociology of Education as a core area of study. The analysis of the Study Plans (n=20) and Course Unit Syllabi (n=16) confirms the presence of Sociology of Education, or related areas, as a compulsory course in almost all programs, although with significant variations in learning workload and timing within the curriculum. The learning objectives predominantly adopt an approach to educational issues focused on school processes, in-school relationships, and the role of teachers. At a time when the shortage of teachers is under debate, it is essential to question measures that undermine the quality of teacher education and lead to the deprofessionalization of teaching. Reflecting on the contributions of Sociology of Education to a more socially aware and emancipatory educational practice, and to an understanding of the educator as a research-oriented professional and public intellectual, becomes increasingly relevant.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores.]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[Sociology of Education]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[teacher education.]]></kwd>
</kwd-group>
</article-meta>
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