un The teaching practice of graduates from the Geography licentiate program at UFSCar

A temporal contrast between 2020 and 2025.

Abstract

This study presents a longitudinal analysis of the critical teaching practices of graduates from the Geography Licentiate Program at UFSCar – Sorocaba campus, based on data collected in 2020 and 2025. The aim was to understand how pedagogical conceptions and practices were maintained or transformed over five years, considering institutional, contextual, and subjective factors. Drawing on interviews and critical pedagogy, the study identified continuities in formative intentions and changes in teaching strategies and professional environments. The analyzed cases show that critical practice is dynamic and shaped by working conditions and social context. Teaching precariousness, the impacts of the pandemic, and the expansion into new spheres — such as digitais platforms and academic research — reveal the complexity and resilience of pedagogical criticality. The two-stage data collection granted the research a procedural depth, enabling a more grounded understanding of the participants' formative trajectories and their tensions with the current educational model.