As transformações do currículo de sociologia em São Paulo

• Autor(a) principal: Robba, Giordano Gonçalez
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10422
• topic: Transformação curricular; Sociologia; Fim da Guerra Fria; Ensino Médio; Movimentos sociais; Curriculum changes; Sociology; End of the Cold War; High School; Social movements; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This research analyzes the transformations undergone by the sociology curriculum, existing in the state high school of São Paulo, between 1986 and 1992. Based on the Marxist theory of social consciousness and the social-constructionist theory of curriculum, we verified if the changes in the curriculum of sociology were consequences of economic, political and ideological changes in Brazilian society, which occurred in that period. To achieve this goal, we studied two sets of documents. One of the clusters is formed by the following documents: the Proposal for a syllabus for the sociology course high school, from 1986, and the Curricular proposal for the teaching of sociology high school, from 1992, produced, published and introduced by the Coordination of Pedagogical Standards and Studies of the Department of Education of Sao Paulo State. Another set is composed of academic texts that address the social relations existing in Brazil in 1986 and 1992. Analyzing the two sets of documents, we checked if the definition of the contents of each curriculum was conditioned by the emergence of certain social movements and forms of social consciousness (especially among the working class) in Brazilian society. We verified by this way if the rise of certain political and ideological propositions and social movements had an influence on the production of the proposals and the selection of curriculum content. We also examined if the development of those forms of consciousness and social movements resulted from the economic situation existing in the country in 1986 and 1992. Thus, we look for evidence that the presence of certain content and the absence of other in the analyzed proposals resulted from the social context in which the documents were produced. We noticed by that way if replacing the 1986 proposal for the 1992 proposal was due to a transformation of social relations in Brazil, that is, the emergence of a new social context. The analysis indicated that the transformation of the sociology curriculum, existing in state high school of Sao Paulo, was conditioned by the transformation of social relations that occurred in Brazil in the early 1990s, linked to the end of the Cold War, on the global level