O ensino de Ciências Sociais na Educação Básica de Uberlândia-MG (2018-2020): trajetórias históricas, práticas didáticas e condições de trabalho docente

• Autor(a) principal: Silva, Gustavo Gabaldo Grama de Barros
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/32456; http://doi.org/10.14393/ufu.di.2021.332
• topic: Ensino de ciências sociais; Social Sciences teaching; Sociologia da educação; Sociology of education; Docentes de sociologia; Sociology teachers; Relações de ensino e aprendizagem; Teaching and learning relationships; Ciências Sociais no ensino médio; Social sciences in high school; Educação; Education; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA; Ciências sociais; Educação básica; Sociologia educacional

The present research analyzes the social and cultural conditions of the teaching and learning relations involving the school subject of Sociology in the public high schools in Uberlândia, in the state of Minas Gerais. Through a data survey using an empiric quantitative research, with the application of 17 questionnaires and a qualitative investigation, established by ten semi-structured interviews, a solid data base concerning the teachers of this city was built. Based in these data, and in consonance with the area literature, it searches to determinate the profile of the Sociology teachers in Brazil, Minas Gerais and Uberlândia. Generally, among these professionals, it is verified that they have a distinct profile, in many aspects, that those observed in a state and national level, mainly relating to their academic education, considering the high index of Uberlândia’s teachers graduated in Social Sciences and with specialization and master’s degrees. Touching on the pedagogical mediation instruments and the didactic theories that guide the work of these educators, it’s noticed an heterogeny of educational mechanisms and conceptual systems, which are mobilized by the subjects facing the different experienced situations. However, it’s noticed that these teachers face precarious and strenuous work conditions, specifically among those who are in temporary labor relations. Additionally, the Sociology teachers presented an academic and scientific representation on this subject, oriented by the construction of scientific prospects among the students, through an analysis of the social dimensions of reality. Also, the Social Sciences teachers presented a common teaching habitus, reasoned by the approximation of this school subject’s contents with the distinct social conditions in which students are inserted. Therefore, the present study aims to constitute the scientific basis for the development of new pedagogic, formative and theoretical strategies for the teaching of Social Sciences in this region and in Brazil.