Aprendendo sociologia no fazer sustentável.

Abstract

This work dives into the universe of teaching-learning Sociology in “Regular High School” (RHS), it was built as a pedagogical intervention entitled “Prefácio: o alunado como protagonista na construção de uma nova realidade social com base no desenvolvimento sustentável”, that translates into: “Preface: the student body as protagonist in the construction of a new social reality based on sustainable development”, with the main objective to build and implement the teaching-learning process of Sociology at RHS, mediated by a social intervention project based on sustainable development. It was carried out with students from the João Alencar de Medeiros State School (EEJAM) and with a portion of the community of the town of Ipueira-RN. The project took place from the categories teaching-learning, sociology, social intervention and sustainable development, for that, it was reflected from the framework: Giddens (1991, 2009, 2012), Giddens, Lash e Beck (2012), Paulo Freire (2016,2018). Action research was used for its development. As for action procedures, there was social intervention through the production, share and sale of soaps with the participation of social groups, interspersed by a constant link to sociological themes, concepts and theories that were discussed and worked on inside and outside the school through classes, round table, games, seminars, visits and discussions in the community, collections of raw materials and supplies, soap production and preparation of products. As for the evaluation methodology, participant observation and systematic observation with structured interview techniques and questionnaires were used. Through a dialogical and reflective teaching-learning process, it was identified that students were constantly encouraged to reflect and to recognize themselves as agents capable of transforming social reality, brought themselves and EEJAM closer to the community; they learn more about the local community; they managed to establish links among the themes, concepts and sociological theories to the experiences experienced through the Preface; they acquired sociological knowledge; developed a stimulus to critical thinking; wrote and produced a book; interacted more with each other and with other generations; they worked as a team; contributed to the construction of an application; they developed awareness of the need to preserve nature, as well as the environment became less degraded. Therefore, they contributed to changing the local reality. Despite some difficulties, the overall objective was achieved. It is hoped that this intervention will serve as an imperfect guide that can support the analysis of everyone who wants to enter the studies related to it. In particular, it should be used by teachers who are interested in the practical application of sociological themes, concepts and theories on a daily basis. It is an incentive for methodological practices linked to the teaching of Sociology to be continually rethought and shared. It is yet another document that endorses the struggle for the continuity and legitimation of Sociology as a discipline of basic education.