Ensino da sociologia e a arte do diálogo como método.

Abstract

This dissertation aims to discuss why to study sociology in Integrated High School in the midst of a scenario of intense changes in a liquid society that has a direct impact on education. And also contribute to the analysis of the debate on the purpose and meaning of the discipline of sociology at the IFPB, Campina Grande Campus. The theoretical support underlying this research is based on concepts that are related to certain authors, such as Mills (1965), Bauman (2015), Freire (2019), Leite (2014), Oliveira (2015), Pellizzer (2016) Gomes (2017), which offer an important line of reasoning for understanding education, sociology and the curriculum in a broader context, offering significant conceptual clues to answer the hypotheses of this investigation. This is a participatory, dialogic and collaborative research, in the sense of building knowledge through a process in which the teacher and student leaned to reflect on the experiences they both had for three years in the sociology classroom of the IFPB – Campina Grande Campus. The research was planned in a context of normality, the investigation was carried out remotely due to the COVID-19 pandemic period, alternatively through Dialog Wheels, Letters and Google Forms Questionnaire. These learning tools were adapted in order to guarantee collaborative spaces for the construction of knowledge, producing reflections and systematization of the experiences of teaching and learning Sociology on the “classroom floor”. The Students got involved in the collective debate, building reflections between their lives and sociological learning. The exchange spaces made it possible to increase the understanding and explanation of facts beyond everyday relationships. The spaces for debates and exchanges made it possible to increase the understanding and explanation of facts beyond everyday relationships. In this way, the dialogue tools stimulated the search for a new basis through reading activities and debates and, therefore, encouraged young people to learn more and to know more. The dialogues around the purpose and meaning of Sociology were important to record and systematize the successful experience of dialogue as a teaching method and the consequent deepening of experiences that were reconstituted and complemented by consensual issues and highlights that generated other questions and addenda that were being elaborated in a distinctive and interested way. The dialogue rounds and the production of letters indicated that young people have a lot to say about Sociology and about High School, their relationships and perceptions based on experiences lived on the classroom floor and built from horizontalized relationships , non-hierarchical of the act of teaching and learning among the participants in the process. The research fully confirmed its working hypothesis: what meaning does sociology have for IFPB students? This working hypothesis implies that the production of meaning does not take place outside the school, it must be pursued in the everyday life of the classroom. The ones who produce meaning are the students and the teacher who live the experience of teaching and learning and, therefore, of exchanging experiences and knowledge.