O lugar da ciência política no ensino de sociologia

Abstract

This research investigates the place reserved for Political Science in the teaching of Sociology, aligning with the research line “Teaching Practices and Curricular Content,” one of the three lines of the National Professional Master's Program in Sociology (PROFSOCIO) at the Federal University of Ceará. It constitutes a reflection on the space allocated to Political Science content and approaches within Sociology teaching, based on the analysis of official documents that guide national education and on the didactic collections of Humanities and Applied Social Sciences for High School, approved by the 2021 National Textbook Program (PNLD). The general objective of this study is to analyze how Political Science content is addressed in High School, considering its relevance to the development of students' political literacy. The research also examines the knowledge and competencies necessary for a qualified Political Science education that contributes to the strengthening of citizenship and commitment to democracy. As a specific objective, the study proposes the production of didactic material in the form of a booklet, designed to serve as a pedagogical resource and strengthen the relationship between teachers and students. This tool is intended to complement the textbook by providing targeted support for the teaching of Political Science content, especially by deepening themes that are superficially addressed or even neglected in the analyzed collections. The methodology adopted follows a qualitative approach, aimed at ensuring greater consistency in the analysis by articulating empirical data with the theoretical framework, identifying patterns, gaps, and potentialities in the teaching of Politics within the context of basic education. Quantitative elements are also incorporated into the data collection process with teachers, through the application of a structured questionnaire composed of objective questions. The research also draws on the guidelines proposed by Simone Meucci for textbook analysis, emphasizing the notion that these materials are not neutral: they reflect and reproduce worldviews constructed within specific social, editorial, and economic contexts that directly influence their production and contente. The development of the didactic material is based on the skills and competencies outlined in the National Common Curricular Base (BNCC) and is organized into thematic axes, offering concrete support for teachers in addressing the daily challenges of teaching Sociology in High School.