O ensino de sociologia como instrumento para compreensão das realidades: aprendizagem significativa e o uso da imaginação sociológica na construção do sujeito

Abstract

How to make young people in High School able to perceive their social environment beyond a superficial vision? With this questioning we began the study, which aims to understand how teachers can improve their practice of Sociology Teaching through research instruments typical of Sociology. A survey research was carried out, with open and closed questions with students in Sociology, aiming to understand what they feel and know about school life and about themes that are part of the daily life of these youngsters. In this way, we sought to show the teacher the realities experienced by the students, and, thus, the teacher, at the time of the class, will be able to use this information to build a lesson plan focusing on Meaningful Learning and Sociological Imagination. To substantiate this idea, I brought to the debate several authors who demonstrate that the process of knowledge and subject construction is not something exclusive to the school, Piaget (2006), Freire (1993), Vygotsky (2004), Papert (2009), Sacristán (2008) and Ausubel (2000) in Education and Mills (1982), Lahire (1997), Lima Filho (2017), Gonçalves (2021), Oliveira (2017), and Dayrel (2014) in Sociology, among others, contributed, from their works, demonstrating how the development of the education of these students can happen and how they see the school, a place of coexistence and conflict, which teaches, yes, but does not have the exclusivity on this. The research showed that themes, which are presented in the textbooks, such as Fashion (65.01%), Sexuality (70.52%), Religion (73.83%), Everyday life (76.86%), Family (81.82%), Technology (83.47%), and Arts/Culture (89.53%) have a great acceptance among students, which enables the teacher to apply Sociology teaching focused on these themes.