Prática docente no ensino de sociologia em Maceió-AL

Abstract

The present dissertation has as its object of study the teaching practices of Sociology in high school in Maceió-AL. Teaching practices in relation to professional training are analyzed. More specifically, it aims to identify and compare the formative profile of Sociology teachers with their pedagogical practices, in order to observe differences and similarities in the performance between licensed and non-licensed professionals in Social Sciences/Sociology. For this, it is intended to observe the possible differences between the contents taught by teachers with and without a degree in Social Sciences/Sociology, as well as possible differences in educational intention, methodological principles and teaching materials used in classes. In this perspective, a qualitative research was carried out, using, in the first stage, a literature review, and in the second, a field research marked by observation of teaching practices and semi-structured interviews with teachers. The use of the two data collection techniques served to identify the difference between the pedagogical practices, the contents and didactic resources adopted by the teachers for the teaching of Sociology and the academic and professional trajectory of the teachers, which allowed us to understand how they came into contact with the discipline of Sociology and the influence of this contact on educational practice. The result points to the difference between the educational practice of teachers who teach Social Sciences/Sociology in Maceió. Trained professors tend to have habits in this field when they teach the theme, theory and concept of sociology, which does not happen with professors who are not trained in the area, who sometimes do not mobilize these authors during the explanations.