O uso da literatura como apoio didático no ensino de sociologia: educação e trabalho na sociedade capitalista
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Data
2021-08-24
Autores
Silva, Jabis Ronaldo Evaristo da
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como enfoque contribuir, por meio do desenvolvimento de uma proposta de sequência didática, com o ensino de Sociologia no Ensino Médio. A pesquisa tem como objetivo propor um diálogo entre a Literatura e o ensino de Sociologia visando, por meio de textos literários, desenvolver o tema “Trabalho”, em sala de aula, de forma a ampliar a experiência humana do aluno, visando a aprofundar sua consciência. Além disso, uma parcela importante dos alunos do ensino médio, assim como os profissionais da educação são trabalhadores. Esse fator foi determinante para a escolha do tema a ser desenvolvido na sequência didática: o tema “Trabalho”, a partir das obras de Karl Marx e do marxismo. Esse trabalho de pesquisa tem como justificativa os desafios da disciplina de Sociologia e do reconhecimento da escola pública como um espaço de conhecimento. Escolhemos a Literatura como elemento principal na produção de uma sequência didática, porque a arte representa sempre e exclusivamente o mundo humano. Elaboramos uma proposta de sequência didática, e para isso usamos a obra “Hard Times” de Charles Dickens, como o elemento de mediação entre essa realidade reificada e o próprio indivíduo, assumindo, nesse contexto de formação do homem, um papel de esclarecimento que levará o aluno a percepção da totalidade do mundo. Para o desenvolvimento da proposta de sequência didática utilizamos elementos dos referenciais da Teoria Histórico-Cultural e da Pedagogia Histórico-Crítica e seus princípios metodológicos, pois entendemos que a didática da Pedagogia Histórico-Crítica traduz para a sala de aula o processo dialético “prática-teoria-prática” na elaboração do conhecimento científico, constituindo-se em um método eficiente de leitura de mundo. Buscamos, utilizando metodologias de ensino que sejam significativas, alcançar maior êxito no processo de ensino-aprendizagem: o conhecimento. Os objetivos da pesquisa foram atingidos, e a proposta da sequência didática foi devidamente elaborada e apresentada como possibilidade de aplicação em aulas de Sociologia no Ensino Médio.
The present work focuses on contributing, through the development of a proposal for a didactic sequence, to the teaching of Sociology in High School. The research aims to propose a dialogue between Literature and the teaching of Sociology aiming, through literary texts, to develop the theme "Work" in the classroom, in order to expand the human experience of the student, aiming to deepen its conscience. Furthermore, a significant portion of high school students, as well as education professionals, are workers. This factor was decisive for the choice of the theme to be developed in the didactic sequence: the theme “Work”, based on the works of Karl Marx and Marxism. This research work is justified by the challenges of the discipline of Sociology and the recognition of the public school as a space of knowledge. We chose Literature as the main element in the production of a didactic sequence, because art always and exclusively represents the human world. We developed a proposal for a didactic sequence, and for this we used the work "Hard Times" by Charles Dickens, as the mediating element between this reified reality and the individual himself, assuming, in this context of man's formation, a role of clarification that will lead the student the perception of the totality of the world. For the development of the didactic sequence proposal, we used elements from the references of the Historical-Cultural Theory and the Historical-Critical Pedagogy and their methodological principles, as we understand that the didactics of the Historical-Critical Pedagogy translates to the classroom the dialectical process “practice- theory-practice” in the elaboration of scientific knowledge, constituting an efficient method of reading the world. We seek, using teaching methodologies that are significant, to achieve greater success in the teaching-learning process: knowledge. The research objectives were reached, and the proposal of the didactic sequence was duly elaborated and presented as a possibility of application in high school sociology classes.
The present work focuses on contributing, through the development of a proposal for a didactic sequence, to the teaching of Sociology in High School. The research aims to propose a dialogue between Literature and the teaching of Sociology aiming, through literary texts, to develop the theme "Work" in the classroom, in order to expand the human experience of the student, aiming to deepen its conscience. Furthermore, a significant portion of high school students, as well as education professionals, are workers. This factor was decisive for the choice of the theme to be developed in the didactic sequence: the theme “Work”, based on the works of Karl Marx and Marxism. This research work is justified by the challenges of the discipline of Sociology and the recognition of the public school as a space of knowledge. We chose Literature as the main element in the production of a didactic sequence, because art always and exclusively represents the human world. We developed a proposal for a didactic sequence, and for this we used the work "Hard Times" by Charles Dickens, as the mediating element between this reified reality and the individual himself, assuming, in this context of man's formation, a role of clarification that will lead the student the perception of the totality of the world. For the development of the didactic sequence proposal, we used elements from the references of the Historical-Cultural Theory and the Historical-Critical Pedagogy and their methodological principles, as we understand that the didactics of the Historical-Critical Pedagogy translates to the classroom the dialectical process “practice- theory-practice” in the elaboration of scientific knowledge, constituting an efficient method of reading the world. We seek, using teaching methodologies that are significant, to achieve greater success in the teaching-learning process: knowledge. The research objectives were reached, and the proposal of the didactic sequence was duly elaborated and presented as a possibility of application in high school sociology classes.
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Ensino de sociologia, Literatura, Ensino médio, Trabalho, Sociology teaching, High school, Literature, Work