O ensino de sociologia na rede estadual de Francisco Beltrão: o que se ensina, como se ensina e por que se ensina?

Abstract

The main objective of this research work is to identify what the perspectives of Sociology teachers are in the municipality of Francisco Beltrão / PR in relation to what they teach, how they teach and why they teach Sociology. Based on the assumption that all teaching practice has a theoretical-methodological foundation, considered as epistemology of teaching practice, it analyzed how the teaching of Sociology is understood and practiced by professionals in this municipality. In order to carry out the research we interviewed fourteen professionals who taught the discipline in the academic year of 2016, in addition to reading the documents and the bibliography of the area. We analyzed these data from the assumptions of the dialectical historical materialism (Marx, 2007; 2008; Frigotto, 2000; Netto, 2011; Nosella, 2010; Tonet, 2007; Neves, 2005), theoretic-methodological option, which made it possible a critical reflection on the object of research, considering it in its totality, relations and contradictions. The history of Sociology as a school discipline was marked by a long trajectory of instabilities, beginning in the late 19th century, which always characterized its absence or permanence in the High School Curriculum Matrices. In 2008 - with the enactment of Federal Law 11,684 - the effective return of the discipline occurs and its teaching becomes mandatory in the three grades of the secondary level of Basic Education. This aspect is addressed in the first chapter, by analyzing the trajectory of the institutionalization of Sociology and some aspects of its teaching process, at national and state level, considering the official documents DCNEM, PCNEM, OCNEM and DCE / PR. Understanding the importance of different pedagogical tendencies as guides of teaching practices, in the second chapter we present the teaching process in the traditional perspectives, progressive education, technicist, postmodern and historical-critical, seeking to delineate the teaching of Sociology from these approaches. In the third chapter, we analyze the perspectives of Francisco Beltrão's sociology teachers in relation to what they teach, how they teach and why they teach discipline. The results point to the consensus among teachers about what to teach and express the struggles in the pedagogical field for the hegemonic dispute between theories, assessing the relevance of PHC presence among part of the teachers, demonstrating how the presence of this theory, even though it is still full of contradictions and limits, means an advance in the relationships that are established within the school. On how to teach, it indicates a compilation of pedagogical conceptions with emphasis on PHC, as a theoretical and methodological presupposition, revealing the resistance to the hegemony of the pedagogy of competences. The research also points out - as to why to teach - that some teachers place in the discipline the possibility of a formation that prepares for the exercise of citizenship, assuming a liberal conception, disregarding, in parts, the existence of a society with antagonistic interests. From another perspective, there are teachers who emphasize the importance of students to appropriate sociological knowledge, which would therefore provide political awareness and, consequently, the conditions to claim their rights and act effectively for a possible transformation of society.