Sometimes, learning requires more attention and less intention: Possibilities and limits of teacher training in Sociology

The aim of this article is to discuss the limits and possibilities of teacher training in Sociology. To do so, we analyze two specific events that took place between November 2022 and April 2024, in the Programa de Residência Pedagógica (PRP) in Sociology at the Universidade Federal do Rio Grande do Sul (UFRGS). The PRP was a public policy initiative for teacher preparation that placed undergraduate teaching students in public schools through the provision of a stipend. The conclusions of the study of these two cases suggest that learning to teach connects personal experience and social context, and is shaped by attention to the practical dilemmas of everyday school life, sometimes as much or more than by pedagogical intent.