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Doctoral Thesis
DOI
Document
Author
Full name
Josefa Alexandrina da Silva
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2018
Supervisor
Committee
Moraes, Amaury Cesar (President)
Gobbi, Marcia Aparecida
Handfas, Anita
Parra, Henrique Zoqui Martins
Tomazi, Nelson Dacio
Title in Portuguese
A construção social do ensino de sociologia em São Paulo entre 2009-2018
Keywords in Portuguese
Currículo
Disciplina escolar
Sentidos do ensino
Abstract in Portuguese
A presente pesquisa buscou compreender e analisar a constituição da Sociologia como disciplina escolar em face de sua entrada no currículo durante a vigência da Lei nº 11.684/08. Analisou as diferentes representações sociais e as disputas curriculares criadas em torno do seu significado na educação básica. A hipótese levantada foi a de que, entre os professores de Sociologia, ainda não havia se formado um conjunto de argumentos mais coesos sobre o valor formativo da disciplina e de sua finalidade na formação escolar. O estudo se inseriu no campo da história das disciplinas escolares e buscou conciliar as abordagens sócio histórica de Goodson e cultural de Chervel, articuladas com as categorias de análise propostas por Viñao Frago. A constituição da disciplina escolar foi concebida como uma construção social em que se buscou compreender as representações que os professores constroem sobre o seu ensino, constituindo, assim, o currículo real. Este estudo teve como base empírica a análise documental do currículo, bem como as entrevistas semiestruturadas realizadas com professores de Sociologia concursados na rede pública estadual que trabalham em escolas da região metropolitana da Grande São Paulo. O texto encontra-se estruturado em três partes, quais sejam: a primeira, apoiada na revisão bibliográfica de pesquisas sobre o ensino de Sociologia, buscou compreender e analisar os impasses da construção da sociologia como disciplina escolar a partir da análise dos dilemas dos processos de formação de professores, as representações criadas sobre o significado do seu ensino, como também as representações criadas sobre o trabalho docente; a segunda, que visou compreender a constituição do código disciplinar da Sociologia a partir de suas singularidades. Para isso partiu da análise de aspectos epistemológicos do conhecimento sociológico para discutir as relações entre o conhecimento acadêmico e a disciplina escolar. Também foi analisado as representações que os professores constroem em torno do conhecimento sociológico e seu ensino na educação básica. Ademais, examinou a condição peculiar da disciplina Sociologia no currículo do Estado de São Paulo, elaborado em torno de uma perspectiva de compreensão cognitivo-científica da realidade social e inserido em uma estrutura pautada no desenvolvimento de competências e de habilidades; e a terceira e última parte, na qual foram examinadas as relações entre o campo disciplinar da Sociologia a partir de seus docentes, a fim de compreender a forma como o ensino é construído. Analisou as trajetórias sociais dos professores entrevistados e suas formas de inserção na cultura escolar. Além disso, perscrutou as maneiras como os professores se apropriam e transcendem as prescrições curriculares, como também investigou suas formas de resistência coletiva. Assim, a pesquisa concluiu que, na construção social do ensino, os professores ressignificam a disciplina tomando como referência suas trajetórias de formação e a cultura escolar. Em que pese a existência de um currículo prescrito, o ensino da Sociologia se constituiu de maneira heterogênea, incorporando múltiplas leituras da realidade social.
Title in English
The social construction of sociology teaching in São Paulo between 2009-2018
Keywords in English
Curriculum
School course
Teaching senses
Abstract in English
The present research aimed to comprehend and analyze the constitution of Sociology as a school course due to their entrance in the curriculum from the Law 11.684/08. It has analyzed the different representations that have been created about its meaning on the basic education as well as the disputes around its teaching purposes. The raised hypothesis is that among Sociology teachers there still has not been formed a range of more cohesive arguments about the formative value of the course and about its purpose on the school formation. The study is inserted in the domain of the history of school courses and it aimed to conciliate the approaches of Goodson and Chervel, both of them articulated with the analysis categories proposed by Viñao Frago. The constitution of the school course has been conceived as a social construction in which it has aimed to identify the meanings that the teachers have assigned to their teaching, which represent, therefore, the real curriculum. This study had as its empirical basis the documental analysis of the curriculum as well as the semi structured interviews realized with full Sociology teachers of the public state system who work on schools in the Metropolitan Region of São Paulo. The text has been structured in three parts. The first one, which has been underpinned in the literature review of researches about Sociology teaching, aimed to comprehend and analyze the impasses of the construction of Sociology as a school course from the analysis of the dilemmas of the teachers formation processes, the representations which have been built about the meaning of their teaching, as well as the representations built about the faculty work. The second one aimed to comprehend the constitution of the Sociology disciplinary code from its singularities. For that, it has come from the analysis of epistemological aspects of the sociological knowledge to discuss the relations between the school course and the academic knowledge. It has also been analyzed the representations that the teachers build around the sociological knowledge and its teaching on the basic education. Furthermore, it has analyzed the peculiar condition of Sociology in the São Paulo States curriculum, elaborated around a perspective of a scientific cognitive comprehension of social reality and inserted in a structure based on the development of competencies and abilities. In the third and last part it has been analyzed the relations between the course domain of Sociology from its teachers, aiming to comprehend the way in which the teaching is built. It has analyzed the social trajectories of the interviewed teachers and the way they insert theirselves on the school culture. Moreover, it has peered the ways which the teachers appropriate theirselves and transcend the curriculum prescriptions, as well as investigated their forms of collective resistance. Therefore, the research has stated that, in the social construction of the act of teaching, the teachers give a new meaning to the school course, taking as reference their formation trajectories and the school culture. Although the existence of a prescript curriculum, the teaching of Sociology has been constituted in a heterogeneous manner, incorporating many readings of the social reality.
 
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Publishing Date
2019-04-25
 
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