Ensino de sociologia e a arte: diálogos entre as disciplinas no ensino médio
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Data
2020-10-29
Autores
Martins, Rivelino Lourenço
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho teve como objetivo central propor a possibilidade de interlocução entre o Ensino de Sociologia e a Arte, a partir de temas da Sociologia e sua relação com linguagens artísticas. A associação entre Arte e Ensino de Sociologia aqui proposta não se configura hierarquicamente em relação às áreas de conhecimento, mas de um diálogo para potencializar o Ensino de Sociologia, além de demonstrar a importância que a Arte representa neste contexto. Sabemos que compete à disciplina de Sociologia, por meio de procedimentos, ensinar sobre as culturas dentro desta área do conhecimento, preparando os estudantes a fazer uma leitura crítica da sua realidade social. Visualiza-se, portanto, que essa aproximação da Arte e Ensino de Sociologia como proposta de ensino seja benéfica aos alunos, potencializando essa formação. Por meio de alcançar tal intento, destaca-se a relevância dessa mediação para a formação cultural do aluno e seu entendimento de mundo. Metodologicamente o trabalho configura-se como uma pesquisa bibliográfica e documental, pois foi feita a análise do material do professor da Secretaria de Educação do Estado de São Paulo (SEE/SP), constatando a existência de pressupostos que abrangem contextos artísticos e sociais, oferecendo uma contribuição conceitual para a reflexão sobre o Ensino de Sociologia no Ensino Médio, além de mostrar outras possibilidades já existentes e/ou formas possíveis para o ensino a partir das linguagens da Arte: Dança, Teatro e Artes Visuais. Com esta pesquisa buscou-se constatar que é possível um diálogo profícuo entre Arte e Ensino de Sociologia para o Ensino Médio. Essa interlocução possibilita aprendizagens a partir das análises feitas do material do SEE/SP, além de propostas de ressignificação de jogos teatrais e a utilização de imagens.
This work derives from the Programa Mestrado Profissional de Sociologia em Rede Nacional (Program of Professional Master’s Degree in Sociology nationwide) - PROFSOCIO/UNESP/Marília. It is proposed, for the Sociology subject in high school, an interlocution between teaching Sociology and Arts having as a guide the processes of denaturalization or strangeness of the reality of social relationships. The association between Arts and Sociology teaching proposed here is not hierarchically configurated in relation to their knowledge areas, but as a dialogue in order to enhance Sociology teaching, besides demonstrating the importance that the Arts have in this context. It is known that Sociology, by procedures, teaches about cultures within this knowledge area, preparing students for a critical reading of their social realities. Thus, it is believed that the proximity of Arts and Sociology as a teaching proposal is beneficial to students potentializing this formation. To do so, it is highlighted the importance of this mediation for the students’ cultural formation and their understanding of the world. Therefore, this work relies on a bibliographic search as well as analyses of the teachers’ materials provided by the Secretaria de Educação do Estado de São Paulo (SEE/SP) (Bureau of Education of Sao Paulo State), with assumptions that include artistic and social worlds, offering a conceptual contribution for a reflection on teaching Sociology during high school, besides, proposing other approaches to teaching. The relationship between Arts and Sociology teaching has been presenting positive results by Drama and Movement workshops offered to high school students as a specific possibility of the dialogue between the Arts and the themes related to Sociology teaching.
This work derives from the Programa Mestrado Profissional de Sociologia em Rede Nacional (Program of Professional Master’s Degree in Sociology nationwide) - PROFSOCIO/UNESP/Marília. It is proposed, for the Sociology subject in high school, an interlocution between teaching Sociology and Arts having as a guide the processes of denaturalization or strangeness of the reality of social relationships. The association between Arts and Sociology teaching proposed here is not hierarchically configurated in relation to their knowledge areas, but as a dialogue in order to enhance Sociology teaching, besides demonstrating the importance that the Arts have in this context. It is known that Sociology, by procedures, teaches about cultures within this knowledge area, preparing students for a critical reading of their social realities. Thus, it is believed that the proximity of Arts and Sociology as a teaching proposal is beneficial to students potentializing this formation. To do so, it is highlighted the importance of this mediation for the students’ cultural formation and their understanding of the world. Therefore, this work relies on a bibliographic search as well as analyses of the teachers’ materials provided by the Secretaria de Educação do Estado de São Paulo (SEE/SP) (Bureau of Education of Sao Paulo State), with assumptions that include artistic and social worlds, offering a conceptual contribution for a reflection on teaching Sociology during high school, besides, proposing other approaches to teaching. The relationship between Arts and Sociology teaching has been presenting positive results by Drama and Movement workshops offered to high school students as a specific possibility of the dialogue between the Arts and the themes related to Sociology teaching.
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Palavras-chave
Ensino de sociologia, Arte, Teatro, Dança, Artes visuais, Sociology teaching, Arts, Theater, Dance