Cadernos de sociologia do São Paulo Faz Escola - uma análise crítica na perspectiva da teoria histórico-cultural
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Data
2020-10-19
Autores
Boaretto, Leandro da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Desde que retornou como disciplina obrigatória na grade curricular das escolas de nível médio do país, com a Resolução nº 4, de 16 de agosto de 2006 e com a Lei nº 11.684/2008, a disciplina de Sociologia reencontrou desafios que a acompanharam ao longo de toda a sua história. No estado de São Paulo, desde a LDB 9.394, de dezembro de 1996, impõe-se à Sociologia um contexto de recorrentes reformas educacionais para viabilização de políticas neoliberais, ao mesmo tempo que impõe-se às escolas um currículo comum obrigatório ao qual integra os Cadernos de Sociologia São Paulo Faz Escola, cuja produção se deu de modo aligeirado, sem se apropriar das contradições desse processo. Nesse sentido, a partir do materialismo histórico dialético, da teoria histórico-cultural e suas implicações pedagógicas, busca-se discutir o objetivo proposto por esse material à formação dos jovens nas escolas públicas do estado de São Paulo. Assim, a pesquisa teve como objetivo analisar em que medida o princípio da desnaturalização das concepções e explicações dos fenômenos sociais das Orientações Curriculares Nacionais (OCN), está presente no volume I do Caderno de Sociologia do Aluno: São Paulo Faz Escola – destinado a 1ª série do ensino médio das escolas da rede pública de educação básica do estado de São Paulo. Para tanto, resgatou-se aspectos da origem, constituição e desenvolvimento da trajetória da Sociologia no currículo, do São Paulo Faz Escola, de modo a contrapor o que esses materiais assumem ser com o que pretendem fazer em relação ao ensino de Sociologia. A verificação se deu por meio da análise bibliográfica de artigos acadêmicos, livros científicos e documentos oficiais relacionados ao ensino de Sociologia. Foi constatado que o volume I do Caderno de Sociologia do Aluno São Paulo Faz Escola – destinado a 1ª série do ensino médio das escolas públicas paulistas, não contém os requisitos necessários ao desenvolvimento da desnaturalização dos fenômenos sociais, tal qual sugere as OCN-Sociologia.
Since it returned as a mandatory subject in the curriculum of secondary schools in the country, with Resolution No. 4, of August 16, 2006 and Law No. 11,684 / 2008, the discipline of Sociology has encountered challenges that accompanied it throughout its entire history. In the state of São Paulo, since LDB 9,394, of December 1996, Sociology has been imposing a context of recurrent educational reforms to make neoliberal policies feasible, while imposing on the schools a mandatory common curriculum to which they integrate. Cadernos de Sociologia São Paulo Faz Escola, whose production took place in a light manner, without appropriating the contradictions of this process. In this sense, based on dialectical historical materialism, historical-cultural theory and its pedagogical implications, we seek to discuss the objective proposed by this material for the training of young people in public schools in the state of São Paulo. Thus, the research aimed to analyze to what extent the principle of denaturalization of the concepts and explanations of the social phenomena of the National Curricular Guidelines - OCN is present in volume I of the Sociology Notebook of the São Paulo Faz Escola Student - destined for the 1st grade of education of public schools of basic education in the state of São Paulo. Therefore, aspects of the origin, constitution and development of Sociology's trajectory were recovered in the curriculum, as well as that of São Paulo Faz Escola, in order to counter what these materials assume to be with what they intend to do in relation to the teaching of Sociology . The verification was done through the bibliographic analysis of academic articles, scientific books and official documents related to the teaching of Sociology. It was found that volume I of the Sociology Notebook of the São Paulo Faz Escola Student - destined for the 1st grade of public schools in São Paulo does not contain the necessary requirements for the development of the denaturalization of social phenomena as suggested by OCN-Sociology.
Since it returned as a mandatory subject in the curriculum of secondary schools in the country, with Resolution No. 4, of August 16, 2006 and Law No. 11,684 / 2008, the discipline of Sociology has encountered challenges that accompanied it throughout its entire history. In the state of São Paulo, since LDB 9,394, of December 1996, Sociology has been imposing a context of recurrent educational reforms to make neoliberal policies feasible, while imposing on the schools a mandatory common curriculum to which they integrate. Cadernos de Sociologia São Paulo Faz Escola, whose production took place in a light manner, without appropriating the contradictions of this process. In this sense, based on dialectical historical materialism, historical-cultural theory and its pedagogical implications, we seek to discuss the objective proposed by this material for the training of young people in public schools in the state of São Paulo. Thus, the research aimed to analyze to what extent the principle of denaturalization of the concepts and explanations of the social phenomena of the National Curricular Guidelines - OCN is present in volume I of the Sociology Notebook of the São Paulo Faz Escola Student - destined for the 1st grade of education of public schools of basic education in the state of São Paulo. Therefore, aspects of the origin, constitution and development of Sociology's trajectory were recovered in the curriculum, as well as that of São Paulo Faz Escola, in order to counter what these materials assume to be with what they intend to do in relation to the teaching of Sociology . The verification was done through the bibliographic analysis of academic articles, scientific books and official documents related to the teaching of Sociology. It was found that volume I of the Sociology Notebook of the São Paulo Faz Escola Student - destined for the 1st grade of public schools in São Paulo does not contain the necessary requirements for the development of the denaturalization of social phenomena as suggested by OCN-Sociology.
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Palavras-chave
Ensino de sociologia, Cadernos São Paulo Faz Escola, Teoria histórico-cultural, OCN-Sociologia, Teaching of sociology, Historical-cultural theory, OCN-Sociology