Sociologia escolar digital em perspectiva: uma análise nas escolas estaduais de educação profissional em Fortaleza

Abstract

The influence of digital technologies has been a challenge for education nowadays and, for the Sociology teacher in High School, there are other dilemmas, whether in the administrative, political, economic and, in particular, in the pedagogical. Some limits imposed on the teaching profession, added to the complexity of each culture (local, regional and global) and individual experiences of each subject and how their structures are built, are fundamental factors for a methodological rethinking of professional practice. The innovation brought about by the digital age brings up issues that directly affect social scientists, insofar as a range of activities is required from the professional that can satisfy educational management and, at the same time, the student and society, intra and extramural. schoolchildren. In this context, the research has as main objective to identify the insertion and performance of teachers in the scope of Digital Sociology in State Schools of Professional Education in Fortaleza (EEEP). The specific objectives are: to identify the pedagogical resources used in professional schools in Fortaleza, strictly in Sociology classes, to detect the difficulties in the implementation of new educational methods and to verify the perspective of pedagogical work of Digital Sociology, which came with social isolation. The envisaged methodology consisted of bibliographic research with literature review, application of a structured questionnaire, with closed and open questions, aimed at high school teachers and directors of EEEPs, and data processing. Among the main results, we point out the change in perspective of the way of teaching and the insertion of new teaching-learning proposals including the use of digital technologies in the work methodology. We conclude that university education must abstain from prejudices or conceptions about the teaching of Sociology, understanding that the presence and professional performance in this new space promise to profoundly mark professional practice.