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This article analyzes the pedagogical and institutional articulations that foster innovations in teaching, as indicated in the Pedagogical Course Projects of Social Sciences teaching degree programs at public Higher Education Institutions. The study investigates how public Higher Education Institutions promote the use and development of innovative practices, with an emphasis on active methodologies, gamification, artistic languages, and Information and Communication Technologies (ICT). The research that served as the basis for this article was funded by the National Council for Scientific and Technological Development (CNPq) and brought together fourteen researchers from twelve Brazilian Higher Education Institutions (HEIs). The analysis of 63 PCPs from Social Sciences teaching degree programs at public Higher Education Institutions shows that laboratories and teaching centers, ICT, and active methodologies constitute the central axes of innovative proposals, although they face challenges related to infrastructure and teacher training. The findings indicate that innovation in Social Sciences teaching still coexists with traditional teaching practices and structural limitations present in most of the analyzed Pedagogical Course Projects, as well as with the lack of recognition of certain practices, actions, or laboratories as forms of innovation in teaching and in students’ educational development. It is concluded that the effective use of pedagogical innovations depends both on the critical incorporation of technologies and on the institutional valorization of teacher training. By contributing to the debate on the contemporary links between teacher education and teaching practice, the study reinforces the importance of recognizing innovations and the role of public educational policies both in strengthening the education of new teachers and in consolidating Sociology as a strategic curricular component of Basic Education.