Construção de uma cartilha para docentes a partir da percepção dos(as) estudantes acerca da sociologia escolar

Abstract

Even though it gained the status of a discipline with Law Nº 11,684 of 2008, Sociology has always had to assert itself in the school curriculum, delimiting its object of study, as well as the research methodologies that contribute so much to the scientific initiation of students. However, with the Secondary Education’s reform, through 2017’s Law No. 13,415, what a short time ago was being built as a sociological thinking in basic education passes to a restructuring, in which this knowledge ceases to appear as mandatory as a discipline. It is quite true that, in Ceará’s reality, this is not the case, since Sociology remains in the high school curriculum without workload loss. Even so, this tense and discontinuous trajectory contributes to the formation of an imaginary of the so-called curricular component by the students. It is on the survey of these perceptions of school Sociology by the students that the present research was based to produce support material for the teacher who works teaching the referred component. This product, in spelling book format, is the result of research carried out by the Professional Master's Degree in Sociology in National Network, and presents data about the curriculum, methodology, evaluation and didactic material, extracted from a survey carried out with the students. It is, therefore, a qualitative research (BODGAN; BIKLEN, 1994) with interview techniques (MENEGON, 2010) and focus groups (VEIGA; GONDIM, 2001); and, it is also quantitative, with an exploratory method through the use of an online questionnaire (FALEIROS et al., 2016). The research results are related to the two subjects of focus: in the case of the students, we noticed, for example, how Sociology occupies an important place in their experiences, whether in the construction and change of opinion about certain subjects, or in their own understanding of themselves as young people and citizens. In the case of the second focus subject, the teachers approved the material, but contributed with precise observations for a second edition. Above all, and regardless of the teacher's training, the objective was always manifested in the search for the individual's training, in the constant reaffirmation of the relevance of Sociology as well as other consolidated components in the curriculum such as Mathematics and Portuguese language