Banca de DEFESA: Mateus Paula Leite Paz

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Mateus Paula Leite Paz
DATE: 17/10/2024
TIME: 10:00
LOCAL: https://meet.google.com/jcv-gpjh-fjr
TITLE:

Sociology Textbooks and Pedagogical Recontextualization in Public High Schools in the Federal District

KEY WORDS:

PNLD; sociology teaching; textbooks; sociology in school; Federal District

PAGES: 174
BIG AREA: Ciências Humanas
AREA: Sociologia
SUMMARY:

This research focuses on the teaching of Sociology in basic education, aiming to understand the process of recontextualization of sociological knowledge present in textbooks from the National Textbook and Teaching Material Program (PNLD) and its influence on teaching practices in public high schools in the Federal District. Grounded in Basil Bernstein's concept of "pedagogical recontextualization," the study seeks to understand how sociological knowledge is adapted and integrated into the school environment. The research is guided by three specific objectives: (i) to analyze the academic and scientific discussion on the teaching of Sociology and textbooks in Brazil, providing an overview of contemporary practices and debates on the subject; (ii) to map the categories, concepts, themes, and authors central to the teaching of Sociology as presented in the PNLD books, identifying the main approaches and gaps; (iii) to investigate how sociological knowledge recontextualized by textbooks is appropriated by Sociology teachers, examining how these materials are utilized in teaching practice. The findings reveal that although textbooks are widely used and recognized within school culture, their effectiveness as teaching tools is conditioned by teachers' perceptions, who choose to adhere to or reject them based on their ability to serve as structuring instruments for teaching and learning or as supplementary pedagogical support. The research indicates that many teachers have rejected the most recent editions (PNLD 2021) due to their cross-curricular and interdisciplinary approach, which dilutes the boundaries between subjects. Instead, teachers prefer books that offer specific, well-defined content aligned with the discursive particularities of School Sociology, including relevant themes, authors, and concepts from the Social Sciences that resonate with them. Given the teachers' autonomy, the process of pedagogical recontextualization does not occur uniformly but rather diversifies, adapting to the specific realities and needs of each classroom. Consequently, the PNLD books, although considered 'official' materials, function more as supportive tools than definitive guides to teaching practice.

COMMITTEE MEMBERS:
Presidente - 1023668 - MARCELO PINHEIRO CIGALES
Interna - 2529076 - SAYONARA DE AMORIM GONCALVES LEAL
Externa à Instituição - ANA MARTINA BARON ENGERROFF - IFSC
Externo à Instituição - AMURABI PEREIRA DE OLIVIERA - UFSC