Os círculos de diálogos como recurso didático para o ensino da disciplina de sociologia.

Abstract

This pedagogical intervention project was carried out during the pandemic period, using remote learning as an emergency model. The proposal was challenging not only for the execution of the project itself, but also for all subjects involved in the school community, and especially for students in the public network. Thus, the objective of this work is to reflect on the teaching of Sociology in high school, focusing on an education for life based on the curricular contents of Sociology, presenting as a pedagogical resource the practices of Dialog Circles, aiming to promote in students its critical, dialogic and reflective capacity. In order to formulate this intervention proposal, we felt the need to rely on several theoretical constructions that, in some way, demarcate analytical clues that guided our research. Authors such as Paulo Freire, Jürgen Habermas, Axel Honneth, and Anthony Giddens were essential. Regarding the methodology, we point out that this pedagogical intervention project took place through remote teaching, with students from the Sociology component, from the 2nd year of high school, enrolled at the Francisca Ascensão Cunha State Integral Citizen School of Elementary and High School (FAC), public school, linked to the State Department of Education and Science and Technology of Paraíba, located in Bairro dos Bancários, in the municipality of João Pessoa. This research was qualitative and exploratory in nature, having as methodological procedures the bibliographical, documental and action research. The pedagogical intervention was divided into three phases: exploratory and planning phase; execution phase; and work analysis phase.The exploratory phase took place in April 2021, when, at first, we dialogued with the professors, got to know the students and the themes worked on in the Sociology component. In the execution phase, we held 10 (ten) classes with the theme Citizenship, Politics and State. The meetings took place through remote classes, through the Google Meet application, using the textbook and adapting the theme to the practices of Circles of Dialogue, all this making use of technological tools of remote communication and didactics, with active methodologies and cooperative skills in the virtual environment. In the analysis phase, it was possible to see that the Dialog Circles served to facilitate the teaching-learning process, in addition to creating connections between the participants, favoring mutual recognition, belonging and protagonism, stimulating the capacity for reflection on the life and its reality.