A Sociologia escolar: imbricações e recontextualizações curriculares para a disciplina
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Data
2017-03-30
Autores
Souza, Agnes Cruz de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com a volta da obrigatoriedade da Sociologia na escola média por meio da lei 11.684 de 2008, há oito anos, compreende-se que as Ciências Sociais perpassam por um novo e recente movimento de inserção e organização curricular, levando em conta seu peculiar processo de presença enquanto disciplina na educação básica. A partir deste cenário, o presente trabalho objetivou, com base na reconfiguração do campo da Sociologia na escola média, examinar as propostas curriculares presentes nos livros didáticos escolhidos pelo Programa Nacional do Livro Didático (PNLD) e nos conteúdos de Sociologia cobrados nos itens do Exame Nacional do Ensino Médio (ENEM). Com o suporte desta seleção de conteúdos presentes nos manuais e nas provas, foram visualizados, descritos e interpretados os sentidos atribuídos e demandados à disciplina, impactando a eleição dos saberes sociológicos a serem ensinados na etapa de conclusão da escola média. Posteriormente, analisou-se a existência de tendências, convergências, diálogos ou divergências dos conteúdos expressos nas sugestões curriculares dos livros didáticos e cobrados no exame do ENEM, daqueles presentes nas políticas curriculares existentes para a área, de acordo com a documentação oficial. Elegeu-se assim, a investigação, através da pesquisa documental empírica e teórica, do debate acerca da difusão curricular da Sociologia escolar, de um lado dimensionado nas obras do PNLD de 2012 e 2015 e, de outro, no ENEM, com a investigação das provas do período de 2009 a 2015. O trabalho projetou a discussão, ainda com lacunas, acerca do currículo da disciplina, demonstrando, conforme hipótese impetrada à pesquisa, haver, a partir dos livros didáticos e do ENEM, uma base curricular nacional comum e a rotinização de conteúdos das Ciências Sociais para o Ensino Médio. O suporte teórico-metodológico para a compreensão das pressuposições curriculares contidas nos documentos oficiais (PCNEM, PCN+ e OCEM), livros didáticos e provas do ENEM foram compreendidos a partir das contribuições de Basil Bernstein acerca dos campos de recontextualização pedagógica e, a percepção da Sociologia escolar, sua história, trajetória, áreas (científica e escolar) bem como a atuação dos agentes e atores inseridos na produção curricular, observadas segundo os subsídios do campo, presentes em Pierre Bourdieu.
With the return of the compulsory nature of Sociology in the middle school through law 11.684 of 2008, eight years ago, it is understood that the Social Sciences are passing through a new and recent movement of insertion and curricular organization, taking into account its peculiar process of presence as a discipline in basic education. Based on the reconfiguration of the field of Sociology in the middle school, the present study aimed to examine the curricular proposals present in the textbooks chosen by the National Program of Didactic Book (PNLD) and in the contents of Sociology collected in the items of the Exam National High School (ENEM). With the support of this selection of contents present in the manuals and exams, the senses attributed and demanded to the discipline were visualized, described and interpreted, impacting the choice of the sociological knowledge to be taught in the middle school completion stage. Subsequently, it was analyzed the existence of trends, convergences, dialogues or divergences of the contents expressed in the curricular suggestions of the textbooks and collected in the ENEM exam, of those present in the existing curricular policies for the area, according to the official documentation. The research, through the empirical and theoretical documentary research, of the debate about the diffusion of the curricular of the Sociology of the school, of one side dimensioned in the works of the PNLD of 2012 and 2015 and, second, in the ENEM, with the investigation of the Of the period from 2009 to 2015. The work projected the discussion, still with gaps, about the curriculum of the discipline, demonstrating, according to the hypothesis impelled to the research, to have, from the textbooks and the ENEM, a common national curricular base and the Routinization of contents of the Social Sciences for High School. The theoreticalmethodological support for the comprehension of the curricular presuppositions contained in the official documents (PCNEM, PCN + and OCEM), didactic books and evidence of the ENEM were understood from the contributions of Basil Bernstein on the fields of pedagogical recontextualization and the understanding of Sociology (Scientific and scholastic) as well as the actions of agents and actors inserted in the curricular production, observed according to the field subsidies present in Pierre Bourdieu.
With the return of the compulsory nature of Sociology in the middle school through law 11.684 of 2008, eight years ago, it is understood that the Social Sciences are passing through a new and recent movement of insertion and curricular organization, taking into account its peculiar process of presence as a discipline in basic education. Based on the reconfiguration of the field of Sociology in the middle school, the present study aimed to examine the curricular proposals present in the textbooks chosen by the National Program of Didactic Book (PNLD) and in the contents of Sociology collected in the items of the Exam National High School (ENEM). With the support of this selection of contents present in the manuals and exams, the senses attributed and demanded to the discipline were visualized, described and interpreted, impacting the choice of the sociological knowledge to be taught in the middle school completion stage. Subsequently, it was analyzed the existence of trends, convergences, dialogues or divergences of the contents expressed in the curricular suggestions of the textbooks and collected in the ENEM exam, of those present in the existing curricular policies for the area, according to the official documentation. The research, through the empirical and theoretical documentary research, of the debate about the diffusion of the curricular of the Sociology of the school, of one side dimensioned in the works of the PNLD of 2012 and 2015 and, second, in the ENEM, with the investigation of the Of the period from 2009 to 2015. The work projected the discussion, still with gaps, about the curriculum of the discipline, demonstrating, according to the hypothesis impelled to the research, to have, from the textbooks and the ENEM, a common national curricular base and the Routinization of contents of the Social Sciences for High School. The theoreticalmethodological support for the comprehension of the curricular presuppositions contained in the official documents (PCNEM, PCN + and OCEM), didactic books and evidence of the ENEM were understood from the contributions of Basil Bernstein on the fields of pedagogical recontextualization and the understanding of Sociology (Scientific and scholastic) as well as the actions of agents and actors inserted in the curricular production, observed according to the field subsidies present in Pierre Bourdieu.
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Palavras-chave
Sociologia escolar, Recontextualização, Currículo, ENEM, Livros didáticos