Análise sobre o lugar da sociologia nos referenciais curriculares dos estados brasileiros pós-reforma do ensino médio

Abstract

This master's research consists of a documentary analysis of a descriptive and exploratory character, and has as general objective to understand the place of Sociology in the curricular references elaborated by the Brazilian states for the implementation of the Reform of High School. It´s known that the presence of Sociology, as a curricular component in Brazilian basic education, is marked by a certain instability, considering the series of curricular reforms carried out from the end of the nineteenth century to the present day. The most recent reform, implemented through Law No. 13,415/2017, amended the Law of Guidelines and Bases of National Education (LDBEN) and established that the High School curriculum will be composed of the National Common Curricular Base (BNCC) and training itineraries. In this context, Sociology, which had been having its presence as a specific discipline guaranteed by Law No. 11,684/2008, underwent changes in the way it began to be inserted into the High School curriculum. From the reform, biased by a neoliberal perspective of curriculum, in which the emphasis is on flexibility and alignment with market demands, instead of being configured as a specific discipline of the curriculum, Sociology becomes structured in the form of “studies and practices”. With the Reform of High School, the curricular components began to be organized by areas of knowledge and their studies directed from an interdisciplinary context. With regard to Sociology, but not only to it, this may imply the loss of its disciplinary specificity, which ultimately may result in the reduction of its importance in the structure of the curriculum and, consequently, in the formation of individuals. In view of these changes in the curricular structure of High School, our research problem focused on the following question: What is the place occupied by Sociology, as a curricular component, after the Reform of High School, in the new state curricular references? To answer this question, we focus on the 27 curricular references for High School, concerning the 26 Brazilian states plus the federal district, seeking to identify: 1) The presence of Sociology as a curricular component; 2) the form assumed by this component; 3) the educational objectives attributed to Sociology; 4) the competencies and skills that are his/her responsibility; and 5) its incorporation into the formative itineraries. Theoretically, our research is based on a Sociology of education of critical bias, especially in the critical theories of the curriculum developed by Basil Bernstein and Michael Young. In relation to the first author, we appropriate a discussion about the fields of contextualization and pedagogical recontextualization and also his notions of “collection curriculum” and “integrated curriculum”. In relation to the second, we were mainly interested in his reflections on the importance of the curriculum centered on disciplines. In summary, based on the analyses carried out, we can affirm that, despite the change generated by the Reform of High School in the disciplinary status of Sociology, it remains, in almost all the references observed, as a compulsory subject in the common part of the curriculum, even if, from its implementation in schools, its workload may suffer some reduction and be unequally distributed in the years that make up High School. In addition, we perceive its mobilization also in the formative itineraries, not only in those centered in the area of the applied human and social sciences, but also in the so-called integrated formative itineraries, in which other areas also have prominence.