As sociologias no Ensino Médio: conflitos e desafios na prática docente

Abstract

This study analyzes Sociology teachers’ educational practices, in public and private school, relating to the teachers training in Social Science and official documents (PCNs e OCNs) that guide the proposal of this subject in the basic education. This research was a participant observation with a semi-structured questionnaire application in 12 schools from public and private education system in Natal/RN. Some questions that guide this research are: how is Sociology has been treated in the schools? What educational practices have been adopted by the teachers? How aspects like teacher training, curricular orientation and school demands guide a teaching model choose? As theoretical and methodological approach, it uses Bourdieu (2009) social fields theory and Bernstein (1996) contextualization and recontextualization to understand how relationships between those fields interfere in the agents’ action in the Sociology teaching process in the schools. To reflect about teaching practices in the school, it links teacher training conceptions, teaching practices and curriculum created by Sacristán (2000) and Libâneo (2013). To represent relationships between fields, this study made a Sociology teaching cartography (SANTOS, 2011), based on situations identified in the schools; it builds teaching patterns – market type, politic type engaged, scientific type scholastic, scientific type critic, based on ideal types (WEBER, 1998). Analyzing research information, it identifies a direct relationship among types of teaching, agents’ action motivations and different dynamics and social fields demands (in the scientific field, in in the politic fields and in the educational fields). In this study, due some reflections about teaching types, it analyzes Sociology scenery in the basic education, in the public and private schools, pointing challenges and perspectives to the subject consolidation in scholar space.