A sala de aula e o mundo rural: um estudo sobre o ensino (des)contextualizado de sociologia em escolas rurais no sertão alagoano

Abstract

The present work has the proposal to analyze and discuss the teaching performance in the context of Sociology teaching, having as a research universe, rural schools in the state of Alagoas that offer high school. The main question is to, through this unique study, analyze whether the teaching of Sociology in high school in rural schools in Alagoas considers the rural context in which the students are inserted or if the school reproduces a vision of historical inferiority preached to the people who live and work in the countryside. In other words, is the classroom “emptied” from the local reality within the scope of Sociology teaching? The sociology teacher's practice will be observed, as well as the curriculum and methods used in teaching, in addition to the working conditions and academic training of these teachers who work in these schools. It will also be necessary to understand the view of these teachers on the specificities of teaching in the area/territory where they are inserted and also the view of the students themselves on the teaching of Sociology. The process of consolidation of the teaching of Sociology in Brazil and in Alagoas was presented in order to offer a historical view about the institutionalization of the discipline in the state. The research reached all Sociology teachers of the 19 rural state schools in Alagoas through the formation of a profile of these professionals, and emphasized field research in two schools located in the hinterland of Alagoas. The field research was carried out in a qualitative perspective of analysis, evidenced by the use of semi-structured interview scripts, guided by the methodology of oral history and ethnography in the classrooms. Teachers who mediate teaching in rural schools use textbooks as the only didactic resource in classrooms and do not consider or treat the teaching carried out in rural schools as necessary to be contextualized and despite demonstrating knowledge about the characteristics of the institution, they do not see many possibilities for educational advances for students from the peasant spheres. With regard to students, it becomes clear after conducting questionnaires and interviews that Sociology is seen by most as a discipline that is not fundamental to the systemic development of learning in students and is far from being developed in a way that is linked to reality. of life shared by them.