As ciências sociais da universidade ao ensino médio: discursos e estratégias do ensino de Sociologia em escolas públicas em São Luís - MA de professores egressos da UEMA

Abstract

This dissertation aimed to analyze an important dimension in the training of Sociology teachers: teaching methodologies oriented towards high school education. In this context, the work focuses on presenting the theoretical and methodological strategies of Sociology teachers who graduated from the Social Sciences course at the State University of Maranhão (UEMA) and currently work in public schools in São Luís, MA. The dissertation is divided into four chapters. The first chapter provides a literature review on the themes of teacher training and the teaching of Sociology in Brazil, as well as research methods in the Social Sciences. The second chapter situates the Social Sciences course at UEMA, presenting the process of its creation, the challenges of consolidation, and curriculum reforms, including accounts from two professors who were involved in the development of the course. The third chapter presents a small sample of graduates from this course to trace their post-graduation paths and the roles they occupy, covering both bachelor's and teaching degrees. Finally, a field study was conducted in five high schools, interviewing six graduates of this course who teach Sociology. The objective was to understand the methodological strategies adopted in their teaching practice, considering the scenario of curricular changes imposed by the new high school curriculum, which includes the expansion of a diverse base and the reduction of the discipline’s workload. The results indicate an adverse and somewhat chaotic scenario in which teachers, based on their expertise, find methodological ways to convey sociological knowledge by reinterpreting sociological language to fit the social contexts in which it is attempting to be understood, in situations where minimal working conditions are lacking. This raises relevant questions for Social Sciences courses at the university level and the disconnects with the dilemmas faced by this discipline in high school education.