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Previous issue date: 2016-07-22 / A presen?a efetiva da Sociologia enquanto disciplina da educa??o b?sica, no estado do Rio Grande do Norte, encontra-se atrelada ? obrigatoriedade advinda com a lei do ano de 2008. A intermit?ncia que antecede esse per?odo ocasionou, na licenciatura em Ci?ncias Sociais da UFRN, assim como em licenciaturas de outras IES, certo distanciamento entre a realidade da educa??o b?sica e o percurso formativo perpetrado no ambiente acad?mico, interferindo diretamente nas concep??es de ensino/aprendizagem erigidas pelos docentes. Com o intento de relacionar os saberes aprendidos por meio da forma??o inicial e as concep??es sobre o ensino e a aprendizagem em Sociologia na escola b?sica, investigamos 21 professores da referida disciplina, atuantes na rede estadual do munic?pio de Natal, a respeito de suas representa??es sobre o ensino e a aprendizagem sociol?gicos. Nesse sentido, fizemos um exame da estrutura curricular da licenciatura em Ci?ncias Sociais da UFRN, esteio formativo dos sujeitos investigados, al?m das an?lises dos elementos que estruturaram os n?cleos centrais das representa??es sobre ensino e sobre aprendizagem. Para tanto, como aporte metodol?gico utilizamos a T?cnica de Associa??o Livre de Palavras (TALP), entrevistas semiestruturadas e observa??es com registro em di?rio de campo, al?m da Teoria das Representa??es Sociais (TRS), An?lise de Conte?do e a Abordagem Estrutural como principais refer?ncias te?rico-anal?ticas. Dessa forma, guiamo-nos essencialmente pela forma??o docente, rela??es de ensino/aprendizagem e representa??es sociais, dimens?es conceituais perseguidas nessa pesquisa, objetivando evidenciar o car?ter relacional entre elas, compreendendo o percurso formativo como determinante ?s rela??es do processo educativo e ?s elabora??es representacionais. Os dados, nesse sentido, mostram que as representa??es dos professores de Sociologia sobre o ensino e aprendizagem da disciplina organizam-se em torno de uma postura de cr?tica e desvelamento das rela??es sociais, mas que se estruturam tamb?m a partir do imperativo da realidade objetiva e todas as problem?ticas que adv?m dessa. O discurso da transforma??o e interven??o social por meio da disciplina ? recorrente, sendo-lhe atribu?do um papel monumental diante das condi??es em que ela ? operada na escola b?sica. As representa??es docentes sobre ensino/aprendizagem em Sociologia, portanto, ancoram-se numa pr?tica comprometida com uma interven??o social que parece ser prerrogativa somente dessa disciplina, quest?es que devem subsidiar as discuss?es na formula??o/reformula??o dos curr?culos que formam estes professores, de modo a situ?-los na realidade do ensino/aprendizagem sociol?gicos buscando uma maior conson?ncia entre a forma??o inicial e a pr?tica docente. / The effective presence of Sociology as a subject of Basic Education in the state of Rio Grande do Norte, is linked to the obligation which arose with the 2008 law. The intermittency which proceeds this period caused, in the Social Sciences degree at UFRN, as well as degrees in other IES, certain distance between the the training path perpetrated in the academic environment, directly interfering in teaching/ learning concepts raised by teachers. With the aim to relate the knowledge learned through initial training and conceptions of teaching and learning in Sociology at the Elementary School, we investigated 21 teachers of this discipline who works in the state educational system in Natal - RN, about their representations on sociological teaching and learning. In this sense, we did a survey of the curriculum structure of the degree in Social Sciences at UFRN, the training buttress of the investigated subjects, and the analysis of the elements that structured the central core of representations about teaching and about learning. Therefore, as methodological approach, we used the technique called ?T?cnica de Associa??o Livre? ? TALP ? (Free Association of Technical Words), semi-structured interviews and observations with field diary, in addition to the called ?Teoria das Representa??es Sociais ? TRS - (Social Representation Theory), Content Analysis and Structural Approach as main analytical references. Thus, we are guided primarily by teacher training, teaching and learning relations, and their? social representations, conceptual dimensions pursued in this research, aiming to highlight the relational character between them, including the training path as determining the relationship of the educational process and representational elaborations. The data in this regard show that the representations of Sociology teachers on teaching and learning of the subject are organized around a position of criticism and disclosure of social relations, but also are structured from the imperative of objective reality and any problem that comes from this. The discourse of transformation and social intervention through the subject is recurrent. It is assigned to this discourse a monumental paper on the conditions under which it is operated in the Basic School. The teachers? representations about the teaching / learning in Sociology, therefore, are anchored in a practice committed to a social intervention that seems to be the prerogative only of this subject issues to support the discussions in the formulation / reformulation of curricula that make these teachers, in order to place them in the reality of teaching / learning sociological, seeking greater consonance between the initial training and teaching practice.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22264 |
| Date | 22 July 2016 |
| Creators | Oliveira, Sheyla Charlyse Rodrigues de |
| Contributors | 93881118420, http://lattes.cnpq.br/1296070757502494, Ferreira, Adir Luiz, 25348787949, http://lattes.cnpq.br/0341824719316863, Oliveira, Amurabi Pereira de, 05903096417, http://lattes.cnpq.br/8355859619672329, Toscano, Geovania da Silva, 51192870425, http://lattes.cnpq.br/5215765397026167, Domingos Sobrinho, Mois?s, 10809520478, http://lattes.cnpq.br/4006015131926244, Melo, Elda Silva do Nascimento |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, 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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