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Previous issue date: 2017-02-17 / O presente trabalho tem como proposta refletir acerca dos elementos que constituem o lugar no qual est? inserido o curso de forma??o de professores de Sociologia para a Educa??o B?sica. Assim, o objetivo principal dessa pesquisa ? analisar a efetividade da forma??o da licenciatura em Ci?ncias Sociais da Universidade Federal do Rio Grande do Norte (UFRN) na pr?tica docente no Ensino M?dio. Para isso, buscamos indicar algumas influ?ncias do pensamento cient?fico moderno no universo acad?mico e o paradoxo presente no processo de racionalidade moderna quanto aos seus efeitos, positivos e negativos, e da tradi??o do bacharelismo e credencialismo no pa?s. Procuramos tamb?m atualizar o cen?rio pol?tico e social no qual se insere a disciplina escolar ?Sociologia? hoje no Brasil, bem como trazemos considera??es acerca do modo como se constituiu a universidade, sua autonomia, formas de estrutura??o, l?gica produtivista e o corporativismo docente. Al?m disso, propomos uma aproxima??o com a origem da Sociologia, sua presen?a no Brasil e o contexto hist?rico do ensino de Ci?ncias Sociais no pa?s. Utilizamos documentos oficiais que versam sobre o ensino de Sociologia na Educa??o B?sica, como a Lei de Diretrizes e Bases da Educa??o (LDB n? 9.394/96), Diretrizes Curriculares Nacionais para o Ensino M?dio (DCNEM) (BRASIL, 2013), Orienta??es Curriculares Nacionais para o Ensino M?dio (OCN?s) (BRASIL, 2006), Par?metros Curriculares Nacionais para o Ensino M?dio (PCN?s) (BRASIL, 2006), Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN+) (BRASIL, 2002), e tamb?m o Projeto Pol?tico Pedag?gico do Curso de Ci?ncias Sociais da UFRN (UFRN;PPPCS, 2004).Tivemos como fundamenta??o te?rica, entre muitos autores, principalmente Almeida (2012), Cambi (1999), Candido (2006), Chevallard (1988), Fernandes (1955, 1975, 1978, 2004), Foucault (1975), Freire (1987), Liedke Filho (2005), Lima (2014), Marx e Engels (1965), Menezes (2009), Mignolo (2008a, 2008b), Moraes (2009, 2011), Moreira e Candau (2008), Morin (2003), Oliveira (2015), Santos, B. (2008), Serres (2013), Tardif (2002) e Weber (2007). Nessa dire??o, sinalizamos a ideia central de nossa pesquisa: compreender em que medida a licenciatura em Ci?ncias Sociais da UFRN preparou o egresso-docente para sua atua??o como professor de Sociologia no Ensino M?dio. Consideramos, por fim, que h? uma s?rie de elementos implicados na forma??o do docente em Sociologia para a Educa??o B?sica, entre os quais chamamos aten??o para tr?s que se desdobram em outros componentes: a) uma cultura predominantemente bacharelesca nas diversas esferas da sociedade brasileira, assim como na licenciatura em Ci?ncias Sociais da UFRN; b) o modelo estrutural e produtivista universit?rio brasileiro atual e o corporativismo docente; c) uma aus?ncia de di?logo que tem se estabelecido entre o que se aprende na licenciatura e o que se ensina na escola de n?vel m?dio, indicando, portanto, uma problem?tica relacionada ? transposi??o did?tica de conte?dos do Ensino Superior para o Ensino M?dio, ou seja, o deslocamento necess?rio dos saberes acad?micos para os saberes escolares. / The present text has as a proposal to reflect about the elements that constitute the place in which is inserted the course of training of teachers of Sociology for Basic Education. At this point, the main objective of the research is to analyze the effectiveness of the degree course in Social Sciences of the Federal University of Rio Grande do Norte (UFRN) at the knowledgement of teaching practice in High School. To reach this purpose, has been seeked to indicate some influences of modern scientific thinking in the academic universe, and the paradox present in the process of modern rationality regarding its positive and negative effects and the tradition of baccalaureate and credentialism in the country. We also seek to update the political and social scenario in which the school discipline "Sociology" is inserted today in Brazil, as well as to consider how the university was constituted, its autonomy, forms of structure, productivist logic and teaching corporatism. In addition to this purpose, we do an approximation with the origin of Sociology, its presence in Brazil and the historical context of the teaching of Social Sciences in the country. Has been used official documents about the teaching of Sociology in Basic Education, such as the Law of Directives and Bases of Education (LDB n? 9.394 / 96), National Curricular Guidelines for High School (DCNEM) (BRASIL, 2013), National Curricular Guidelines (CPN) (BRASIL, 2006), National Curricular Parameters for Higher Education (NCPs) (BRASIL, 2006), Complementary Educational Guidelines for National Curricular Parameters (NCPs) (BRASIL, 2002), Candido (2006), Chevallard (1988), Fernandes (1955, 1975, 1978, 2004), and others Almeida (2012), Foucault (1975), Freire (1987), Liedke Filho (2005), Lima (2014), Marx and Engels (1965), Menezes (2009), Mignolo (2008a, 2008b), Moraes (2009, 2011), Moreira and Candau (2008), Morin (2003), Oliveira (2015), Santos, B. (2008), Serres (2013), Tardif (2002) and Weber (2007). Walking to this direction, the central idea of the research is appointed: to understand to what extent the undergraduate degree in Social Sciences of UFRN prepared the egress-teacher for his role as professor of Sociology in High School. We consider, finally, that there are a number of elements involved in the formation of teachers in Sociology for Basic Education, among which we call attention to three that unfold in other components: a) a predominantly baccalaureate culture in the various spheres of Brazilian society, as well about the degree in Social Sciences of UFRN; b) the current Brazilian structural and productivist university model and teaching corporatism; b) an absence of dialogue that has been established between what is learned in the graduate course and what is taught in the middle school, indicating, therefore, a problem related to the didactic transposition of contents from Higher Education to the Middle Teaching and the necessary shift from academic knowledge to school knowledge.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23408 |
| Date | 17 February 2017 |
| Creators | Souza, Karla Danielle da Silva |
| Contributors | 51939509904, http://lattes.cnpq.br/7178264870931102, Paiva, Irene Alves de, 29898005491, http://lattes.cnpq.br/7842254018559167, Toscano, Geovania da Silva, 51192870425, http://lattes.cnpq.br/5215765397026167, Gomes, Ana Laudelina Ferreira |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM CI?NCIAS SOCIAIS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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