Ensino de Sociologia e Pedagogia Histórico-Crítica: uma análise dos fundamentos teórico-metodológicos
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Data
2019-02-26
Autores
Turini, Mateus Henrique
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Universidade Estadual Paulista (Unesp)
Resumo
A presente dissertação apresenta uma análise qualitativa sobre os fundamentos teórico-metodológicos do ensino de Sociologia na Educação Básica e da Pedagogia Histórico-crítica (PHC). Para tanto, realiza uma pesquisa científica, com fundamentação teórica ao materialismo histórico-dialético, em uma escola técnica (Etec), localizada em um município do interior do estado de São Paulo. A partir do estado da arte sobre o ensino de Sociologia, de um breve histórico como componente curricular na educação escolar brasileira, da análise dialética do discurso de documentos normativos e da revisão teórica sobre a PHC, foi possível elaborar uma proposta de um ensino histórico-crítico de Sociologia para o Ensino Médio. Essa contribuição se expressa por meio de um método didático e um jogo educacional, chamado FilosoBol. Após repetidas aplicações, é possível afirmar que o jogo conseguiu cumprir com o papel esperado para essa pesquisa: o de ser uma atividade pedagógica que possibilita a vivência do momento catártico dentro dos tempos e espaços escolares.
The present dissertation presents a qualitative analysis on the theoretical-methodological foundations of the teaching of Sociology in Basic Education and Historical-critical Pedagogy (HCP). In order to do so, it carries out a scientific research, with theoretical foundation to historical-dialectical materialism, in a technical school (Etec), located in a municipality of the interior of the state of São Paulo. From the state of the art on the teaching of Sociology, from a brief history as a curricular component in Brazilian school education, from the dialectical analysis of the discourse of normative documents and the theoretical review on the HCP, it was possible to elaborate a proposal of a historical-critical teaching of Sociology for High School . This contribution is expressed through a didactic method and an educational game called FilosoBol. After repeated applications, it is possible to affirm that the game was able to fulfill the expected role of this research: that of being a pedagogical activity that allows the experience cathartic moment to within the times and school spaces
The present dissertation presents a qualitative analysis on the theoretical-methodological foundations of the teaching of Sociology in Basic Education and Historical-critical Pedagogy (HCP). In order to do so, it carries out a scientific research, with theoretical foundation to historical-dialectical materialism, in a technical school (Etec), located in a municipality of the interior of the state of São Paulo. From the state of the art on the teaching of Sociology, from a brief history as a curricular component in Brazilian school education, from the dialectical analysis of the discourse of normative documents and the theoretical review on the HCP, it was possible to elaborate a proposal of a historical-critical teaching of Sociology for High School . This contribution is expressed through a didactic method and an educational game called FilosoBol. After repeated applications, it is possible to affirm that the game was able to fulfill the expected role of this research: that of being a pedagogical activity that allows the experience cathartic moment to within the times and school spaces
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Palavras-chave
Ensino de Sociologia, FilosoBol, Pedagogia Histórico-crítica, Teaching Sociology, Historical-critical pedagogy