Sociologia serve para quê? As práticas escolares do ensino de Sociologia no ensino médio na instituição de ensino Olavo Bilac de Santa Maria - RS

• Ano de defesa: 2015
• Autor(a) principal: Oliveira, Rubia Machado de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Sociologia; UFSM; Programa de Pós-Graduação em Ciências Sociais
• Palavras-chave em Português: Ensino de sociologia; Práticas escolares; Educação básica; Teaching of sociology; Practice scholar; Basic education; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/6277

The purpose of this research is, from the classroom, from what the students were reflecting, answer the question: Sociology serves for what? This question conducted the observations performed with a students group in the high school. This students group was oriented by the teacher Mara Miranda, that was graduated in Social Science in the Federal University of Rio Grande do Sul. The observations were done from August, 2011 to December, 2013, at the State Education Institution Olavo Bilac, Santa Maria, Rio Grande do Sul. Beyond the observations with the students group, it was done an interview with undergraduated students of Social Science of the Federal University of Santa Maria, RS, for contribute for the discussion about the docente formation in Social Science. The main aim of this research was, from the reasoning of students of high school and of the teacher explanations, answer the question: Sociology serves for what in the high school? Although this is a research that can be inserted in the Anthropology Education area, in which it held at ethnography of scholar practice of sociology teaching, the same is intensively linked to the education questions and because of this reason the evaluations are very next of the educational sphere. It was concluded, therefore, that the Sociology subject in the high school serves to deconstruct the reasoning pre-established by the students, as it put the students in constant exercise of reflection and interpretation and with that contribute for the development of more tolerant people. It happens because the students start to understand that thinking different, and behaving differently, is the reflex of the context which the another is inserted and consequently they start evaluate more carefully their ponderations in order to, rather than judge, accomplish critical reflections and reflexives.