Banca de DEFESA: Éric Carneiro dos Santos

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Éric Carneiro dos Santos
DATE: 16/12/2024
TIME: 10:00
LOCAL: Sala de Defesa da Pós Graduação / https://meet.google.com/gkm-dubj-ywd
TITLE:

Sociology in textbooks: an analysis based on Norbert Elias

KEY WORDS:

Sociology Teaching; Textbooks; Historical Time; Figurational Analysis

PAGES: 166
BIG AREA: Ciências Humanas
AREA: Sociologia
SUMMARY:

This dissertation aimed to analyze how sociological knowledge is presented in textbooks and how these manuals contribute to shaping the meaning of Sociology in Brazilian basic education. Methodologically, the research adopted the perspective of Norbert Elias's figurational sociology, integrating the concepts of psychogenesis, sociogenesis, and interdependence, as well as Geoffrey Harper's notion of "manuality" to investigate how knowledge is systematized and transmitted through textbooks, considering both the didactic structure and broader social processes. The literature review revealed a significant gap in understanding how textbooks represent sociological knowledge and how they are shaped by the interdependencies among their authors, editors, teachers, students, and researchers. The introduction of Reinhart Koselleck's concept of historical time enabled a critical examination of the chronological and linear perspective of existing studies, proposing a new understanding of the institutionalization of Sociology teaching through four types: Comprehensive Linear (CL), Comprehensive Non-Linear (CNL), Strict Linear (SL), and Strict Non-Linear (SNL). These categories illustrate the complex temporal and social interdependencies in the development of Sociology as a discipline. The analysis of Programa de Sociologia (1944), Sociologia (1994), Tempos Modernos, Tempos de Sociologia (2016), and Sociologia em Movimento (2016) highlighted that the authors not only transmit content but also provide interpretative guides to shape students' perceptions during reading. A common emphasis was observed on figures of crisis, the positioning of individuals and institutions, and the sociological formation as a response to these challenges. The findings indicate that textbooks reflect contested projects and social processes that influence education in specific directions and trends. The study concluded that the history of Sociology in textbooks extends beyond institutional milestones, encompassing diverse temporal layers of experiences, expectations, and disputes. This approach reveals the complexity of teaching Sociology as part of multiple temporalities and institutionalization processes, suggesting new perspectives for future investigations, including emerging topics such as digitalization and cultural diversity.

COMMITTEE MEMBERS:
Presidente - 1023668 - MARCELO PINHEIRO CIGALES
Interno - 6404308 - CARLOS BENEDITO DE CAMPOS MARTINS
Externo à Instituição - WELKSON PIRES DA SILVA - UFAL
Externo à Instituição - CRISTIANO DAS NEVES BODART - UFAL