Banca de DEFESA: KARLA DANIELLE DA SILVA SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : KARLA DANIELLE DA SILVA SOUZA
DATA : 17/02/2017
HORA: 15:00
LOCAL: Auditório D do CCHLA
TÍTULO:

DEGREE COURSE IN SOCIAL SCIENCES AND TEACHING PRACTICE OF SOCIOLOGY IN MIDDLE SCHOOL: A STUDY ON THE EFFECTIVENESS OF TRAINING IN UFRN

PALAVRAS-CHAVES:

Initial Formation. Teaching degree. Effectiveness. Sociology teaching. Secondary Education.

PÁGINAS: 219
GRANDE ÁREA: Ciências Humanas
ÁREA: Sociologia
SUBÁREA: Outras Sociologias Específicas
RESUMO:

The present text has as a proposal to reflect about the elements that constitute the place in which is inserted the course of training of teachers of Sociology for Basic Education. Thus, the main objective of the research is to analyze the effectiveness of the degree course in Social Sciences of UFRN in teaching practice in High School. To this end, we seek to indicate some influences of modern scientific thinking in academic context, and the paradox present in the process of modern rationality and the tradition of "bacharelismo" and credentialism in Brazil. We also seek to update the political and social scenario in which the school discipline "Sociology" is inserted, in Brazil, as well as to consider how the university was constituted, its autonomy, forms of structure, productivist logic and teaching corporatism. In addition, we propose an approximation with the origin of Sociology, its presence in the country and the historical context of the teaching of Social Sciences in the country. We use official documents that deal with the teaching of Sociology in Basic Education, such as the Law of Directives and Bases of Education (LDB nº 9.394 / 96), National Curricular Guidelines for High School (DCNEM) (BRAZIL, 2013), National Curricular Guidelines (CPNs) (BRAZIL, 2006), as well as the Pedagogical Political Project of the Social Sciences Course of UFRN (UFRN, PPPCS, 2004). We have as theoretical foundation, among many authors, mainly Almeida (2012), Cambi (1999), Candido (2006), Chevallard (1988), Fernandes (1975, 1995, 2004), Foucault (1975), Freire (2008), Morin (2013a, 2013b), Oliveira (2005), Morena (2013a, 2013b), Morena (2013a, 2013b), Menezes (2008a) 2015), Serres (2013), Tardif (2002) and Weber (2007). In this direction, we signal the central idea of our research: to understand how  the undergraduate degree in Social Sciences of UFRN prepares the egress-teacher for his role as Sociology teacher in High School. We consider, finally, that there are a number of elements involved in the formation of teachers in Sociology for Basic Education, among which we call attention to three that unfold in other components: a) a predominantly baccalaureate culture in the various spheres of the country, As in the degree in Social Sciences of UFRN; B) the structural and productivist university model and teaching corporatism; C) an absence of dialogue that has been established between what is learned in the degree course and what is taught in the middle school, indicating, therefore, a problem of the didactic transposition of contents from Higher Education to High School, The necessary shift from academic knowledge to school knowledge.

MEMBROS DA BANCA:
Presidente - 1149568 - ANA LAUDELINA FERREIRA GOMES
Interno - 1164161 - IRENE ALVES DE PAIVA
Externo à Instituição - GEOVANIA DA SILVA TOSCANO - UFPB