Professores de sociologia no ensino médio e suas concepções sobre a escola pública: aproximações a partir de um olhar socioantropológico de um olhar socioantropológico

Abstract

The relationship between high school sociology teachers and the public school is still a subject poorly addressed in research on teaching sociology. Our work investigated how these teachers understand the public school and the consequences of their conceptions in their pedagogical practices and actions. To this end, after surveying publications on this subject and supported by the theories of authors from the social sciences and education, we conducted a qualitative research. Our social science theoretical support includes Bourdieu, Dubet, Durkheim, Elias e Rocha and Tosta; in educational science, Brandão, Canário, Charlot, Imbernon e Pacheco.Two focus groups were held between July and August 2019. With the participation of 10 public school teachers (regular and full-time) from Campina Grande and its metropolitan area, based on the categories Public School, Sociology Teachers and Socio-Anthropological View, we extracted information such as what goes through initial training until the experiences of sociology teachers in the school space. The study exposes, in addition to the teachers' conceptions about the public school, elements and reports that are decisive for the role of the sociology teacher in the school institution. Workload, school management, political issues and shortcomings in continuing basic education were the main findings. Finally, it concludes and indicates the need for a socio-anthropological view, through the initial and continuing education of the teacher, overcoming dilemmas for a better relationship in school activities.