Objective:

This paper aims at assessing sociology teachers’ participation as a component of professional performance at the university educational context.

Methods:

The authors rely on theoretical level methods such as historical-logical, analytical-synthetic and inductive-deductive approaches, as well as observation, surveys to teachers and students, the analysis of documents and experts' assessments.

Results:

The findings revealed the need to propose a socio-educational project to favor the participation of university teachers.

Conclusions:

The proposed socio-educational project is mainly characterized by the training in teachers of a solid ethical project of life, entrepreneurship, collaborative work, co-creation of knowledge and metacognition to solve problems in changing and complex contexts.

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