Sociologia atrativa, juventude protagonista: o uso das metodologias ativas no ensino de sociologia

Abstract

In the present work, Sociology is analyzed beyond being a component of the High School Curriculum; it is seen as a fundamental instrument for understanding a society that presents diverse demands and challenges. Teaching sociological themes within the context of public high school education should primarily aim to guide social actors toward the pursuit of autonomy, based on the development of their critical thinking skills. This, in turn, enables them to unveil social realities and phenomena, with the goal of re-signifying their own realities while focusing on a citizen-centered education. This study is a pedagogical intervention carried out through the design of didactic sequences, which investigated the teaching-learning process of the Sociology curriculum component in a high school in Teresina, Piauí. Active methodologies were employed as a means to enable meaningful and engaging learning of themes related to sociology. The activities included flipped classroom sessions with sociological debates, film screenings ("sociocinema"), the "respond or pass?" dynamic, thematic seminars, an event called "sociological break," and other interactive strategies based on conversation circles. The active methodologies used in sociology teaching encourage students to reflect on their own realities in a meaningful and proactive way. This research is justified by the need to promote youth protagonism through the awakening of critical and reflective consciousness among young people, using active methodologies in the teaching of sociology. Thus, this work aims to encourage the use of didactic sequences that make the teaching of sociology more attractive, providing enriching experiences for both students and teachers, in and beyond the classroom.