O lugar da sociologia na educação integral sob a perspectiva de professores de Escolas de Ensino Médio em Tempo Integral - EEMTIs, de Fortaleza-CE

• Ano de defesa: 2022
• Autor(a) principal: Forte, Lorena Cristina de Queiroz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Sociologia; Educação integral; Ensino médio; Currículo
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/65951

The global changes in contemporaneity demand from Brazilian high schools the need to structure a scenario of possibilities that signal an effective public educational policy, committed to the multiple social and cultural needs of the Brazilian population. Therefore, the process of socialization of young people in the school space is not simple and linear, after all, the school logics of socialization do not always approach the logics of youth cultures and their diversities. Thus, the educational systems must foresee omnilaterality, aiming at integral education, as a perspective to improve the efficiency of the pedagogical process, guaranteeing to all students the right to develop the necessary learning to enjoy full citizenship. Since education, according to Durkheim (1978) is an eminently social subject, both by its origins and by its functions, the objective this work is to understand the place of Sociology, in the process of integral, from the perspective of full-time high school teachers in Fortaleza. Methodologically, a qualitative approach was used, where we performed document analysis and application of questionnaires and semi-structured interviews with teachers. The data obtained in the research brought us a look at Sociology as a way of enhancing the formation of man required by contemporary society, by enabling a conscious and critical analysis of social processes. Full-time high school teachers in Fortaleza seek to awaken this view, through classes based on the social, racial, gender, work and survival experiences of students.