Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?

Detalhes bibliográficos
Autor(a) principal: de Moraes, Amaury Cesar
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Realidade
Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585
Resumo: The impact that the inclusion of sociology in highschool curriculums caused within the school and in the social sciences has been evaluated from different perspectives: a) for, there is danger that sociology is not taught as science, but as a discourse ideological b) to another, the teaching of sociology should be conscientizing and transforming society, c) a third, emphasizes its character of scientific literacy in equipping students with theories and methods, leading them to the awareness of themselves and the world they live. Thinking middle school as a public space, the choice of one element goes beyond the personal convictions of the teacher, being guided by his responsibility as forming autonomous citizens.
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spelling Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?Ciência e Ideologia na Prática dos Professores de Sociologia no Ensino Médio: da neutralidade impossível ao engajamento indesejável, ou seria o inverso?Teaching Sociology. Ideology. Press. Scientific Literacy.Ensino de Sociologia. Ideologia. Imprensa. Alfabetização Científica.The impact that the inclusion of sociology in highschool curriculums caused within the school and in the social sciences has been evaluated from different perspectives: a) for, there is danger that sociology is not taught as science, but as a discourse ideological b) to another, the teaching of sociology should be conscientizing and transforming society, c) a third, emphasizes its character of scientific literacy in equipping students with theories and methods, leading them to the awareness of themselves and the world they live. Thinking middle school as a public space, the choice of one element goes beyond the personal convictions of the teacher, being guided by his responsibility as forming autonomous citizens.O impacto que a inclusão da sociologia nos currículos doensino médio causou no âmbito da escola e no campo das ciências sociais tem sido avaliado sob diferentes perspectivas: a) para uma, há perigo de que a sociologia não seja ensinada como ciência, mas como discurso ideológico; b) para outra, o ensino de Sociologia deve ser conscientizador e transformador da sociedade; c) uma terceira enfatiza seu caráter de alfabetização científica, ao equipar estudantes com teorias e métodos, levando-os à consciência de si mesmos e do mundo em que vivem. Pensando a escola média como espaço público, a escolha por uma das vertentes vai além das convicções pessoais do professor, sendo norteada por sua responsabilidade como formador de cidadãos autônomos.FACED - UFRGS2014-01-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585Educação & Realidade [Education & Reality]; Vol. 39 No. 1 (2014)Educação & Realidade; v. 39 n. 1 (2014)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585/46037de Moraes, Amaury Cesarinfo:eu-repo/semantics/openAccess2017-12-27T18:14:49Zoai:seer.ufrgs.br:article/37585Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2017-12-27T18:14:49Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
Ciência e Ideologia na Prática dos Professores de Sociologia no Ensino Médio: da neutralidade impossível ao engajamento indesejável, ou seria o inverso?
title Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
spellingShingle Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
de Moraes, Amaury Cesar
Teaching Sociology. Ideology. Press. Scientific Literacy.
Ensino de Sociologia. Ideologia. Imprensa. Alfabetização Científica.
title_short Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
title_full Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
title_fullStr Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
title_full_unstemmed Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
title_sort Science and Ideology in Teachers’ Practice of Sociology in High School: from the impossible neutrality to the undesirable engagement, or is it the other way around?
author de Moraes, Amaury Cesar
author_facet de Moraes, Amaury Cesar
author_role author
dc.contributor.author.fl_str_mv de Moraes, Amaury Cesar
dc.subject.por.fl_str_mv Teaching Sociology. Ideology. Press. Scientific Literacy.
Ensino de Sociologia. Ideologia. Imprensa. Alfabetização Científica.
topic Teaching Sociology. Ideology. Press. Scientific Literacy.
Ensino de Sociologia. Ideologia. Imprensa. Alfabetização Científica.
description The impact that the inclusion of sociology in highschool curriculums caused within the school and in the social sciences has been evaluated from different perspectives: a) for, there is danger that sociology is not taught as science, but as a discourse ideological b) to another, the teaching of sociology should be conscientizing and transforming society, c) a third, emphasizes its character of scientific literacy in equipping students with theories and methods, leading them to the awareness of themselves and the world they live. Thinking middle school as a public space, the choice of one element goes beyond the personal convictions of the teacher, being guided by his responsibility as forming autonomous citizens.
publishDate 2014
dc.date.none.fl_str_mv 2014-01-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/37585/46037
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 39 No. 1 (2014)
Educação & Realidade; v. 39 n. 1 (2014)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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