O ensino da sociologia na perspectiva dos professores de sociologia do ensino médio em Natal/RN

Abstract

Sociology arrived in Brazil in the middle of 1924 and 1925, having its first chair (professorial chair), in the Normal Schools as an auxiliary discipline of Pedagogy. It was institutionalized in 1930 in the Brazilian academic environment with the creation of the Free School of Sociology and Politics of São Paulo in 1933. Since then, the discipline of Sociology has faced several difficulties to be part of the curricular structure of High School. With the changes and reforms that have taken place in the Brazilian political scene throughout history, the discipline of Sociology in the educational space is now compulsory, sometimes it is optional, which ends up influencing teaching in elementary schools in our country. In this context, we have recourse to the social representation of teachers who teach the discipline of Sociology to analyze the teaching of this subject in public and private secondary schools in the city of Natal / RN. As a research instrument, a questionnaire was applied qualitatively and quantitatively with structured questions and open questions. In the analysis of the interviews, the Collective Subject Discourse (DSC) technique, proposed by Lefevre & Lefevre (2010), was used through the QualiQuantsoft program. The results obtained demonstrate the realities faced by sociology professors, both in public schools and private high schools, when we come across situations that have been occurring throughout the history of social sciences and that remain the same, such as teachers of other disciplines teaching classes in Sociology in a superficial way, the struggle for the valorization and permanence of the discipline in the curriculum of High School and the retrogression that Sociology is once again passing in the educational political scenario, relegating it to an optional discipline as measured provisional Regulation 746/2016. Finally, it was verified that the struggle of Sociology to maintain itself in the curricular matrix of the Secondary School is consolidated through its professors licensed that seek recognition when promoting the teaching-learning quality of the discipline.