It is the purpose of this study to classify the high schools in the State of Texas offering accredited courses in sociology, and to make an analysis and evaluation of the textbooks that are on the recommended list for use in the secondary schools.

The goal of this creative project was to develop a unit to be incorporated into an environmental education general studies course at Ball State University. The unit was developed as a hands-on experience activity manual.The goals of the unit were:1. to increase student awareness of the effect vegetation and water have on human comfort in the urban environment.2. to engage students in hands-on activities that relate methods for manipulating the microclimate of a space.3. to develop a pre-test/post-test containing questions which relate to the activity topics and which determine the topic knowledge of students.The manual contains an introduction, four section activities and activity subsectionexercises to combine all techniques learned in the four activity sections. Each of the four sections contain a list of objectives for the activity, explanatory text, an activity procedure, and discussion questions. Illustrations accompany the manual in order to augment the learning process for each activity. / Department of Landscape Architecture

The objective of this research is to analyse the institutional conditions under which occurs the (re) insertion of sociology in secondary education, on the current condition of obligatory. The central idea of this paper to contribute to given the research on the teaching of Sociology in Brazil and in particular in the city of Maceió. For this purpose, we analyze more a sociohistorical moment of its institutionalization process in the secondary education, reflecting about institutional contradictions surrounding the process of compulsory teaching of sociology secondary education, while we have identified the main challenges faced in the quest for legitimacy in this level of education. We use for our debate official documents – The National curriculum guidelines for high school, The National Curricular Parameters and the National Curriculum Guidelines – that guide the Brazilian education. While we have established a theoretical discussion which involves two categories of educational process and that are configured by the teaching of sociology in secondary education which are: education and teaching. On the local situation, we use data obtained through questionnaires to teachers from public and private schools of the city of Maceió, where we identify how is configured the current consolidation of its implementation in terms of effective conditions for teaching/learning and teacher training for this discipline. Thus, we conclude that the prescription was not cool enough to be respected that sociology as a discipline central to the formation of young people. / O objetivo desta pesquisa é analisar as condições institucionais sob a qual ocorre a (re)inserção da sociologia no ensino médio, diante da atual condição de obrigatoriedade. A idéia central deste trabalho é contribuir com o conjunto de investigações sobre o ensino da Sociologia no Brasil e em específico no município de Maceió. Para tanto, buscamos analisar mais um momento sócio-histórico de seu processo de institucionalização no nível médio, refletindo acerca das contradições institucionais que cercam o processo de obrigatoriedade do ensino da sociologia no nível médio, ao mesmo tempo em que identificamos os principais desafios enfrentados na busca por sua legitimação neste nível de ensino. Utilizamos para o nosso debate os documentos oficiais – As Diretrizes Curriculares Nacionais para o Ensino Médio, Os Parâmetros Curriculares Nacionais e as Orientações Curriculares Nacionais – que orientam a educação brasileira. Ao mesmo tempo em que estabelecemos uma discussão teórica que envolve duas categorias do processo educacional e que se encontram configuradas pelo ensino da sociologia no nível médio que são elas: educação e ensino. No que diz respeito à situação local, utilizamos dados obtidos através da aplicação de questionários junto aos professores da rede pública e privada de ensino do município de Maceió, onde identificamos como está configurada a atual a consolidação de sua implementação em termos de condições efetivas de ensino/aprendizagem e de formação de professores para tal disciplina. Dessa forma, conclui-se que a prescrição legal não foi o suficiente para que a sociologia fosse respeitada enquanto disciplina fundamental para a formação dos jovens.

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:52:48Z No. of bitstreams: 1 SILVA_Carolina_2017.pdf: 1454288 bytes, checksum: 8d0ee444a796ac100b5d9e945ce26046 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:52:59Z (GMT) No. of bitstreams: 1 SILVA_Carolina_2017.pdf: 1454288 bytes, checksum: 8d0ee444a796ac100b5d9e945ce26046 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:53:10Z (GMT) No. of bitstreams: 1 SILVA_Carolina_2017.pdf: 1454288 bytes, checksum: 8d0ee444a796ac100b5d9e945ce26046 (MD5) / Made available in DSpace on 2017-12-12T17:53:21Z (GMT). No. of bitstreams: 1 SILVA_Carolina_2017.pdf: 1454288 bytes, checksum: 8d0ee444a796ac100b5d9e945ce26046 (MD5) Previous issue date: 2017-03-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research discusses the teaching of Sociology in basic education and the numerous challenges for the consolidation of the discipline in high school were addressed. This research encompasses the historic construction of Sociology, from its main authors: Karl Marx, Émile Durkheim and Max Weber, and of some theoretical-methodological approaches and concepts, it also debates the social, political, economic, cultural and educational transformations undertaken from the advent of the capitalist system of production. The development of Sociology in the country presents itself with its main debates and some authors. The teaching of the discipline in high school is discussed through semi-structured interviews with some teacher from State Educational System, who has addressed their dilemmas, challenges, experiences and the workplace structure and Sociology teaching in Brazil. / A pesquisa discute o ensino de Sociologia na educação básica e aborda os inúmeros desafios para a consolidação da disciplina no Ensino Médio. A construção histórica da Sociologia, a partir de seus principais autores: Karl Marx, Émile Durkheim e Max Weber, de algumas abordagens teórico-metodológicas e conceitosabrange essa pesquisa, que discute também as transformações sociais, políticas, econômicas, culturais e educacionais realizadas a partir do advento do sistema capitalista de produção. O desenvolvimento da Sociologia no país apresenta-se com seus principais debates e alguns autores. Discute-se o ensino da disciplina no Ensino Médio a partir da realização de entrevistas semiestruturadas com alguns professores da rede estadual do estado de São Paulo, que abordam seus dilemas, desafios, vivências e a estrutura dessa rede e do ensino de Sociologia no país.

Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members. In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses. Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members. Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:50:39Z No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:50:53Z (GMT) No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-13T12:51:02Z (GMT) No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) / Made available in DSpace on 2017-12-13T12:51:11Z (GMT). No. of bitstreams: 1 CHAVES_Silvania_2017.pdf: 4931205 bytes, checksum: e3650a58f02b3212f9ed5f389290f931 (MD5) Previous issue date: 2017-05-24 / Não recebi financiamento / This job had as objective Reflect and reaffirm Education as a political act and democracy. The studies conducted evidence we are living in times of setback regression, marked by loss of rights and by the productions of impotence and suffering: the capitalist Western rationality has produced, in this way, atomized, fragile individuals and the idea that changing reality is impossible. Although this context contributes to the construction of conformed subjectivities, we perceive History as a possibility in which men and women are subjects of change and resistance in midst of forces that act, simultaneously, in a regulatory and emancipatory manner. From the perspective of education as a possibility, as a result of historical time, we share powerful experiences, loaded with how to understand education as a political act, held in the sociology classes of the State School Aggêo Pereira do Amaral, located in Sorocaba, in the interior of the State of São Paulo, considering that they are tools for confronting the dynamics of servitude, prejudice, racism, fascism and machismo, intricate in the daily microrelations. Based on the theoretical dialogues and the narrated experiences, we affirm that pedagogical practices based on solidarity, dialogue and cooperation open doors to the creation of emancipatory sociability’s and constitute seeds for the construction of a world did from humanized and democratic relations. The educational processes and ongoing resistance movements shared in this research fuel the hope that another reality is possible and that social transformation will occur through collective action. In a scenario that has denied politics, we reaffirm it as an extension of life as a power. / Este trabalho teve como objetivo refletir e reafirmar a politicidade da educação em defesa da escola pública e da democracia. Os estudos realizados evidenciam que vivemos tempos de retrocesso, marcados pela perda de direitos e pelas produções de impotência e de sofrimento: a racionalidade ocidental capitalista tem produzido indivíduos atomizados, fragilizados e a ideia de que mudar a realidade é impossível. Apesar deste contexto contribuir para a construção de subjetividades conformadas percebemos a História como possibilidade, na qual homens e mulheres são sujeitos de mudanças e resistências em meio a forças que atuam, concomitantemente, de forma regulatória e emancipatória. Da perspectiva da educação como possibilidade, pois fruto do tempo histórico, compartilhamos experiências potentes, realizadas nas aulas de Sociologia na Escola Estadual Aggêo Pereira do Amaral, localizada em Sorocaba, interior do Estado de São Paulo, considerando que as mesmas constituem ferramentas para o enfrentamento às dinâmicas da servidão, do preconceito, do racismo, do fascismo e do machismo, intrincadas nas micro relações cotidianas. À luz dos diálogos teóricos com as experiências narradas afirmamos que práticas pedagógicas fundamentadas na solidariedade, no diálogo e na cooperação abrem portas para a criação de sociabilidades emancipatórias e constituem sementes para a construção de um mundo tecido a partir de relações humanizadas e democráticas. Os processos educativos e movimentos de resistência em curso, compartilhados nesta pesquisa, alimentam a esperança de que outra realidade é possível e de que a transformação social ocorre por meio da ação coletiva. Em um cenário que tem negado a política, a reafirmamos como ampliação da vida, como potência.

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.

Acompanha: O processo de produção de vídeos na construção de conceitos sociológicos na sala de aula a partir do protagonismo juvenil / Esta investigação tem por objetivo desenvolver um produto educacional tecnológico que possa contribuir no desenvolvimento de conceitos próprios da Sociologia, por meio da produção de vídeos em sala de aula e da promoção do protagonismo juvenil. Para tanto, partiu-se da pesquisa qualitativa que procurou promover a participação dos jovens aprendizes na produção de vídeos em sala de aula. Esses jovens, em colaboração com a professora investigadora, produziram vídeos de diferentes temas relacionados ao eixo Direitos Humanos. Para isso, foram consolidadas práticas pedagógicas relacionadas a didática Histórico-crítica de João Luiz Gasparin (2012). Nesse contexto, as propostas específicas do Ensino de Sociologia foram orientadoras para que os alunos aprendizes construíssem novas relações com os saberes, algo previsto na Educação em Direitos Humanos (EDH). Serviram como fundamentação teórica as concepções de Borba (1999), Rizinni (1999) e Oliveira & Oliveira (1999) quanto a pesquisa participante, Silva (2009a; 2009b), Moraes (2010), Paraná (2008) e Brasil (2006) a respeito do Ensino de Sociologia, Moran (2000), Borba (1999), Costa (2005) e Rojo (2012) para retratar a importância das TIC nos espaços escolares. Espera-se com essa dissertação, oferecer uma contribuição para novos estudos a respeito do Ensino de Sociologia e do protagonismo juvenil na construção de novos conceitos e conhecimentos sobre a vida em sociedade. / This investigation aims at developing a technological educational product that can contribute to the development of own concepts of sociology, through the production of videos in the classroom and the promotion of juvenile protagonism. Therefore, we started with the qualitative research which sought to promote the participation of young apprentices in the production of videos in the classroom. These young people, in collaboration with the researcher teacher, produced videos of different topics related to the axis Human Rights. For this, were consolidated pedagogical practices related to History-Critical didactic of João Luiz Gasparin (2012). In this context, the specific proposals of the Sociology Teaching were guiding in order that apprentices students build new relationships with knowledge, something provided in Human Rights Education (HRE). Served as theoretical basis the concepts of Borba (1999), Rizinni (1999) and Oliveira & Oliveira (1999) about the participatory research, Silva (2009a; 2009b), Moraes (2010), Parana (2008) and Brazil (2006) concerning the Sociology teaching, Moran (2000), Borba (1999), Costa (2005) and Rojo (2012) to portray the importance of ICT in school spaces. It is hoped with this dissertation, offer a contribution to further studies on the Sociology Teaching and youth protagonism in the construction of new concepts and knowledge about life in society.