A institucionalização da sociologia no ensino médio : um estudo sobre a política curricular em duas escolas públicas estaduais de Cuiabá-MT

• Autor(a) principal: Scarselli, Mayara Bezerra
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/152
• topic: Análise de discurso; Sociologia; Ensino médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Discourse analysis; Sociology; High school

This paper discusses the institutionalization of sociology as a high school curricular component and how it gains as a curriculum policy in the context of two state schools in Cuiabá/ MT. The overall objective of the research was to understand the political process of sociology curriculum policy in high school in the current context, in the period between 2008 to 2013. In order to an articulation is put forward between the theoretical and methodological achieve this frameworks of Ball and Bowe (1922), known as the Policy Cycle Approach and the Discourse Theory of Laclau and Mouffe (2004), focussing on then concepts of discourse, antagonism, articulatory practice and nodal point. Curriculum theory concepts from Lopes and Macedo (2011),Goodson (1995), Moreira and Silva (2011), Silva (2011), Oliveira and Destro (2005). The methodological approach used was qualitative and data sources, included local and national legal documents, semi-structured interviews and questionnaires with teachers, area coordinators and principals. The analysis allowed us to understand that the curriculum policies are formed out of conflicts and struggles for negotiation of meanings, and therefore the former are relational, not vertical and are marked by hegemonic power centers scattered across the discursive system. Forward these policies, hybrid and ambivalent processes are configured in which different subjects articulate the legitimacy of their projects and demands. It is observed, above all, in school contexts that hegemonic meanings were articulated at the same the surveyed, the transversal and disciplinary characters of sociology.