Contribuições do PNLD ao ensino de sociologia: análise dos guias de livros didáticos
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Data
2020-10-29
Autores
Sousa, Jacqueline Marinho de
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho se debruçou sobre o ensino de Sociologia na perspectiva da análise dos Guias de Livros Didáticos do PNLD de Sociologia e seus respectivos Editais. O objetivo foi verificar como os Guias contribuíram para a consolidação da Sociologia no currículo do Ensino Médio tendo como hipótese a investigação dos Guias do PNLD, possibilitando traçar um panorama das mudanças e avanços dos livros didáticos nele indicados. Para tanto fizemos um retrato do “estado da arte” do Ensino de Sociologia e sistematizamos as referências que orientaram a pesquisa. Abordamos o processo histórico que originou o PNLD e a consolidação do Programa, incluindo suas transformações recentes. Analisamos os Editais do PNLD 2009, 2012 e 2015 os quais direcionaram a confecção dos Guias do PNLD de 2012, 2015 e 2018. Elaboramos um quadro comparativo dos documentos. Contamos com a aplicação de um questionário online para oitenta e um docentes de Sociologia da rede pública em treze estados e o Distrito Federal para observamos as impressões e apropriações sobre os Guias e livros didáticos de Sociologia. Considerou-se que os Guias apresentam ponderações significativas para o ensino de Sociologia. São materiais que, se utilizados pelos docentes, podem resultar na escolha do livro didático que seja mais adequado à realidade da unidade escolar. O PNLD instituiu um modelo de avaliação que favoreceu e fortaleceu a qualidade das obras didáticas de Sociologia. Assim, a presente pesquisa discute brevemente a situação precária atual e a qualidade das obras didáticas selecionas pelo PNLD a partir do Decreto nº 9.099/2017 e a Sociologia após a Reforma do Ensino Médio.
This work focused on the teaching of Sociology from the perspective of the analysis of the Textbook National Program (PNLD) of sociology and their respective public notice. The objective was to verify how the Guides contributed to the consolidation of Sociology in the High School curriculum. Taking as hypothesis that the research of the PNLD Guides would make it possible to draw an overview of the changes and advances of textbooks. To do so, we made an understanding of "state of art", from sociology teaching and systematized the references that guided the research. We approached the historical process that originated the PNLD and the consolidation of the Program, including its recent transformations. We analyzed 2009, 2012 and 2015 of the PNLD public notice, which directed the preparation of 2012, 2015 and 2018 of the PNLD Guides. We have prepared comparative board of the documents. An online survey questionnaire was applied to eighty-one Sociology teachers from public schools on thirteen states and the Federal District to observe impressions and appropriations on Sociology Guides and textbooks. It was considered that the Guides present significant considerations for the Sociology teaching. They are materials that if used by teachers, may result in the choice of the textbook that is more appropriate to the reality of the school unit. PNLD established an evaluation model that favored and strengthened the quality of Sociology textbook. In this way, the present research briefly discusses the recent instable situation and quality of the textbook selected by the PNLD from the Decree 9.099/2017 and the Sociology after the High School Reform.
This work focused on the teaching of Sociology from the perspective of the analysis of the Textbook National Program (PNLD) of sociology and their respective public notice. The objective was to verify how the Guides contributed to the consolidation of Sociology in the High School curriculum. Taking as hypothesis that the research of the PNLD Guides would make it possible to draw an overview of the changes and advances of textbooks. To do so, we made an understanding of "state of art", from sociology teaching and systematized the references that guided the research. We approached the historical process that originated the PNLD and the consolidation of the Program, including its recent transformations. We analyzed 2009, 2012 and 2015 of the PNLD public notice, which directed the preparation of 2012, 2015 and 2018 of the PNLD Guides. We have prepared comparative board of the documents. An online survey questionnaire was applied to eighty-one Sociology teachers from public schools on thirteen states and the Federal District to observe impressions and appropriations on Sociology Guides and textbooks. It was considered that the Guides present significant considerations for the Sociology teaching. They are materials that if used by teachers, may result in the choice of the textbook that is more appropriate to the reality of the school unit. PNLD established an evaluation model that favored and strengthened the quality of Sociology textbook. In this way, the present research briefly discusses the recent instable situation and quality of the textbook selected by the PNLD from the Decree 9.099/2017 and the Sociology after the High School Reform.
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Ensino de sociologia, Guia de livros didáticos, PNLD, Sociology teaching, Textbook guide