Ensino de sociologia. Para a formação do novo, é fundamental narrar a si

The goals in the present essay are to analyse the prevailing sociological knowledge in secondry school education, based on the narratives of secondary school sociology teachers in dialogue with trainee teachers, and offer possible contributions regarding the training of new sociology teachers.This research is based on two courses for Trainee Teachers in the BA in Social Sciences,“Traineeship in Teaching in the Social Sciences I and II”, aimed at training future sociology teachers who will go on to teach at the secondary school level. This essay is based on teaching experiences described by professors who teach in state schools and act as supervisors of trainee teachers, on reports written by trainee teachers, in the period from 2017 to 2022, and on the Reading of pedagogical material used in the two above courses. Theoretically, this research uses studies from the area of social sciences, the arguments of Brown and Silva regarding the neoliberal context, the sociology of Pierre Bourdieu, referencing especially the reflexivity of the social sciences. From this research, three key themes have emerged from the accounts of professor supervisors regarding their experiences as teachers: 1) nothing is static in their journeys as sociology teachers at the secondary school level 2) it is not rare for there to be resistance to knowledge that could invite a more radical approach 3) it is of fundamental importance the search for professional development, as thepractices that unite old and new teachers in Brazilian state schools are more important than that which separate them.