O ensino da Sociologia no Nível Médio e as contradições institucionais de sua obrigatoriedade

Abstract

The objective of this research is to analyse the institutional conditions under which occurs the (re) insertion of sociology in secondary education, on the current condition of obligatory. The central idea of this paper to contribute to given the research on the teaching of Sociology in Brazil and in particular in the city of Maceió. For this purpose, we analyze more a sociohistorical moment of its institutionalization process in the secondary education, reflecting about institutional contradictions surrounding the process of compulsory teaching of sociology secondary education, while we have identified the main challenges faced in the quest for legitimacy in this level of education. We use for our debate official documents – The National curriculum guidelines for high school, The National Curricular Parameters and the National Curriculum Guidelines – that guide the Brazilian education. While we have established a theoretical discussion which involves two categories of educational process and that are configured by the teaching of sociology in secondary education which are: education and teaching. On the local situation, we use data obtained through questionnaires to teachers from public and private schools of the city of Maceió, where we identify how is configured the current consolidation of its implementation in terms of effective conditions for teaching/learning and teacher training for this discipline. Thus, we conclude that the prescription was not cool enough to be respected that sociology as a discipline central to the formation of young people.