Banca de DEFESA: JOSEMI MEDEIROS DA CUNHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : JOSEMI MEDEIROS DA CUNHA
DATA : 31/08/2017
HORA: 14:30
LOCAL: Auditório de História (Sala C-4 do Setor II)
TÍTULO:

The sociologies of the high school: conflicts and challenges in teaching practice

PALAVRAS-CHAVES:

Sociology Teaching. Pedagogical practices. Teaching models. Field. School.

PÁGINAS: 230
GRANDE ÁREA: Ciências Humanas
ÁREA: Sociologia
SUBÁREA: Outras Sociologias Específicas
RESUMO:

The text analyzes the pedagogical practices of sociology teachers in public and private schools, relating them to 1) teacher training in undergraduate courses of Social Sciences and 2) official documents (PCNs and OCNs) that guide the proposal of the discipline in basic education. The study was made using participant observation and the application of semi-structured questionnaires in 12 public and private schools in Natal / RN /Brasil. The questions that guided the research are: How teachers had teached sociology in high schools? Which are the pedagogical practices built by the teachers? How the teacher training aspects, curricular orientation and school demands affect the selection of teaching models? As a theoretical and methodological contribution we used the “Field Theory” (Bourdieu, 2009) and the concept of “contextualisation and recontextualization” (Bernstein, 1996) in order to understand how relations among diferents “fields” affect the actions of agents who teach sociology in the high school. In order to think about the practices of teaching in high schools, we resort to the conceptions of “teacher formation”, “teaching practices” and “curriculum” developed by Sacritán (2000) and Libânio (2013). To represent the relations between the fields, we built a cartography about the scene of the teaching of sociology (Santos, 2011), regarding situations identified in schools. We construct teaching models - the market model, the engaged political model, the  bachelor scientific model and the critical scientific model, as “ideal types” according to Weber (1998). As analyzes of research results, we observed a direct relationship between the teaching models, the motivations of the agents' actions and the different dynamics and demands of the “social fields” (in the scientific field, in the teachers formation process, in the political field and in the school chains). In the study, while reflecting about the teaching models, we constructed an analysis about the sociology scene in basic education of public and private schools, pointing out challenges and perspectives to the setting down of the discipline in high shools.

MEMBROS DA BANCA:
Externo ao Programa - 2507656 - ANA PATRICIA DIAS SALES
Externo à Instituição - GEOVANIA DA SILVA TOSCANO - UFPB
Interno - 1693229 - GILMAR SANTANA
Presidente - 1164161 - IRENE ALVES DE PAIVA
Externo à Instituição - NELSON DACIO TOMAZI - UEL