Made available in DSpace on 2014-12-17T14:36:28Z (GMT). No. of bitstreams: 1 MariaDS_TESE.pdf: 1570825 bytes, checksum: b999f6241ca02aa2d4db2e9ca4247a55 (MD5) Previous issue date: 2012-02-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study deals with Sociology teacher identity issues. This is done considering daily routines of Sociology grade school teachers in the city of Picos in the state of Piau?-Brazil. Thus, the research aims to acknowledge the manner the inter-relations between the teacher s know-how and the process of construction of the professional identity of these teachers occur. It is seen that the discipline of Sociology in this context brings out processes related to inclusion and exclusion once the subject of Sociology is distinguished as unstable in relation to other disciplines. However, in June 2008, the law included the Sociology as a discipline 11,684 mandatory on all high school series.The theoretical and methodological procedures of this research were based on an ethnographic qualitative nature research and enabled a documental analysis. In order to collect data, a semi-structured questionnaire was applied in collective and individual in four state schools in the city of Picos in Piau?. The analysis of the information was based in content analysis from the proposals made by Bardin (1997), and Franco (2008). The information was then organized in knowledge matrixes that allowed the identification of themes divided into two thematic axes: teacher education: the search for sense making in experience and the exercise of teaching as well as the Sociology grade school teacher s daily routine. The research enables the understanding of the senses the subjects have on their own activity since the work deals with concrete situations and experiences in the scholar context. These senses are considered relevant in order to enable a comprehension of the inter-relations that are established between the know-how and the construction of the identity on behalf of these teachers. Almost all of the interviewed subjects did not have a degree in Social Sciences and came from other backgrounds especially ones related to Education. Sociology teachers investigated almost in its entirety, do not have specific training in the social sciences, becoming teachers of Sociology by lack of school and to complete the work load. But, in spite of the difficulties experienced in the practice of the discipline all are in favour of its inclusion in high school. They have a clear vision, that through the work of the theoretical content of the discipline with the daily life of the students by using teaching strategies that add value to the relationship of knowledge that are prepared in society at large, to Sociology provides a critical analysis of the reality in which they are inserted / Este estudo aborda aspectos sobre a identidade e a doc?ncia no cotidiano do professor de Sociologia do Ensino M?dio de escolas p?blicas estaduais da cidade de Picos/PI. Tem como objetivo compreender as inter-rela??es entre o saber-fazer e o processo de constru??o da identidade profissional desses professores. O percurso da Sociologia como disciplina nesse n?vel de ensino ? marcado por processos de inclus?o e exclus?o, distinguindo-se por uma situa??o de instabilidade em rela??o ?s outras disciplinas. Por?m, em junho de 2008, a Lei 11.684 incluiu a Sociologia como disciplina obrigat?ria em todas as s?ries do Ensino M?dio. O encaminhamento te?rico-metodol?gico deste trabalho tem como base a pesquisa qualitativa do tipo etnogr?fico aplicada ? educa??o, possibilitando a realiza??o de an?lise documental, a aplica??o de question?rios e de entrevistas semiestruturadas individuais e coletiva e a observa??o em quatro escolas p?blicas estaduais da cidade de Picos/PI. As an?lises das informa??es foram embasadas em alguns procedimentos da an?lise de conte?do fundados nas proposi??es de Bardin, (1997) e Franco (2008). As informa??es foram sistematizadas em matrizes que conduziram ? identifica??o dos temas agrupados em dois eixos categ?ricos: a forma??o para a doc?ncia: a busca de sentido na experi?ncia do ser; e o exerc?cio da doc?ncia: o cotidiano do professor de Sociologia do Ensino M?dio. O estudo empreendido possibilita entender os sentidos que os professores sujeitos da pesquisa conferem ? atividade docente como pautados nas situa??es concretas e nas experi?ncias vivenciadas no contexto escolar. Esses sentidos atribu?dos foram relevantes para a compreens?o das inter-rela??es estabelecidas entre o saber-fazer a constru??o da identidade docente de tais professores. Os professores de Sociologia investigados, quase na sua totalidade, n?o possuem forma??o espec?fica em Ci?ncias Sociais, tornando-se professores de Sociologia por car?ncia da escola e para completar a carga hor?ria. Por?m, apesar das in?meras dificuldades vivenciadas na pr?tica da disciplina, todos s?o favor?veis ? sua inclus?o no Ensino M?dio. Eles t?m uma vis?o clara de que, por meio do trabalho dos conte?dos te?ricos da disciplina com o cotidiano dos alunos, ao utilizarem estrat?gias de ensino que valorizam a rela??o dos conhecimentos que est?o dispostos na sociedade em geral, a Sociologia proporciona uma an?lise cr?tica da realidade na qual est?o inseridos