O uso do livro didático de sociologia na prática docente nas escolas do Cariri Paraibano: uma análise da mediação didática.

Abstract

This dissertation presents an analysis carried out on the process of mediation of Sociology textbooks in state schools located in Cariri Paraibano, conducting a discussion on the main didactic resources present in pedagogical practices in the teaching of Sociology. Based on the general objective, this research sought to analyze how Sociology teachers from state schools in Cariri Paraibano are using the Sociology textbooks highlighting the limits and possibilities in the contextualization processes of the contents in view of the students' reality. By theoretical subsidies, it was based on the discussions presented by Simone Meucce (2000), Paulo Meksenas (1990) Guimarães, Neto, Assis. (2012) who present in their works discussions that support what is being presented in this work. Through the methodological approach, the qualitative method was adopted, considering as techniques for the construction of the data the application of a questionnaire, bibliographic research and the observation of classes. With the return of Sociology, we gained a means of spreading its knowledge, which was the textbook, a fundamental tool for the dissemination of its discussions and which is up to the teacher to attribute use in his practice. When looking at the methodological resources and teaching pedagogical practices to observe the mediation of the Sociology textbook in the teaching and learning process, since it is a discipline that aims in high school to awaken the sociological imaginary and the denaturalization of social phenomena through discussions presented by the teacher. It was identified that the sociology books, from the mentioned fields, are being used by most teachers, however they need a reflexive analysis and an evaluation by some teachers, of the meaning that is being attributed to the book, because, it was noticed teachers making use of it in a non-contextualized way, it was also identified that there are still a large number of teachers who are not trained in Sociology teaching classes only as a workload, and it is these teachers who have difficulties to work with the book and this ends for undermining the teaching of sociology. In addition, it was identified that the textbook is not the only resource used in the mediation of the teaching of sociology, but videos and music are used to contextualize the concepts to students.