Alienação em relação à disciplina de sociologia no ensino médio: um estudo a partir da escola de referência em ensino médio Gil Rodrigues na cidade de Vertentes-PE.

Abstract

This research develops a case study on the situation of the discipline of Sociology at Gil Rodrigues Reference School, located in the city of Vertentes - PE. It aims to reflect on the elements that contribute for the students to show themselves alienated from the contents of this discipline. Along this line, the theoretical framework articulates the concept of alienation by Marx (1982, 2004, 2011, 2013), Marx and Engels (2010, 2011a, 2011b) and their reception in the Brazilian context (RANIERI; FREIRE, 2000, 2017). In this way, a reflexive appropriation of the concept of alienation is sought to carry out an interpretation of the dynamics of the functioning of sociology teaching in public schools from the teachers’ and students’ perspectives (HANDFAS, MAIÇARA and FRAGA; LEAL and YOUNG; CARNIEL and BUENO, 2015, 2015, 2018). The research has a qualitative character, using the interview as an instrument of data collection and simple observation as a complementary technique of the process, in which the researched subjects are students and teachers from the field school. All data gathered in the collection went through an analysis process where the reality found was anchored in the theories discussed in this work. As a result, the research shows that alienation concerning sociology can be understood from several factors, including: the students' lack of interest, the number of weekly classes, the scarcity of professionals trained in the field of sociology and the teaching system itself, which, due to bureaucratic issues, make it impossible to advance in this area of knowledge. Thus, it is clear that alienation is present in a subtle way, as students are alien to their own productions, directly reflecting on the way they make decisions in social life.