Entrelaçando saberes: uma proposta de conteúdos para o ensino de sociologia no ensino médio, sob a ótica das pedagogias feministas.

Abstract

The main objective of this dissertation is to analyze the National Curriculum Guidelines for High School, the National Curriculum Parameters for High School and the National Common Curriculum Base considering the disciplinary field of Sociology, as a way to understand the extent to which such documents present teaching possibilities around the role of women in contemporary society. In this sense, we will seek to propose the insertion of theoretical elements in the perspective of feminist pedagogy that allow the effective selection of content for thematic classes based on a perspective of female equity and emancipation, which should address the history of the feminist movement, the role of women, female emancipation and empowerment, as well as the formulation of concepts that promote meaningful sociological learning around the theme addressed. The method used was qualitative research, whose approach prioritized the bibliographic and documentary perspectives. As theoretical references, this work was based mainly on the works of Roger Chartier (1988; 1990); Simone de Beauvoir (1980); and Zygmunt Bauman (2010). It is noteworthy that this research is placed as a teaching proposal, whose approaches link themes in the light of feminist theory, as a way to include, (re) think, (re) configure the perceptions around the social history told to/with women and about women configuring ways to create new spaces and debates to combat gender inequality. Therefore, the methodological basis is feminist theory and praxis. From this perspective, we find that feminism can fundamentally contribute to the educational field, in order to contribute positively to the transformation of the social reality, with emphasis on the issue of gender and, consequently, the aspects of feminism need education to transform the social world from new concepts.