Estudantes da 1ª série do novo ensino médio e suas representações sociais sobre a sociologia escolar na cidade de Taperoá-PB.

Abstract

Law 11.684/2008 (BRASIL 2008) is the most recent milestone to think about the institutionalization of school sociology as a mandatory component in the process of knowledge construction in Basic Education. Through the texts of this law, it is expected that students at the end of High School can add to their life experiences knowledge of the Social Sciences in search of understanding of life in society. Our efforts in this text aim at understanding which representations students have about the teaching of sociology and the new high school in the city of Taperoá-PB, and at understanding the school sociology and the new high school from the school and out-of-school experiences of 1st grade students from two public schools in the city of Taperoá-PB: Escola Félix Daltro and Escola Integral Técnica Melquíades Vilar. From this information, we realized some questions: do students relate what they study in school Sociology with their daily lives? How can we (if we can) understand school sociology from the students' point of view? For data collection, we chose the technique of open-ended questionnaires to understand with the students their interpretations and experiences in the new high school with school sociology. As for data analysis, we used Content Analysis (BARDIN, 2011) with Thematic Analysis (AYRES, 2008) to understand the students' positions. As a basis for theoretical development, we used the theory of Social Representations, in which we have Serge Moscovici (2007), Denise Jodelet (2001), and Celso Pereira de Sá (1996). To understand the period of intermittence of Sociology in Brazilian Basic Education until the present day, we used Meucci (2000), Corrêa (1996), Sarandy (2004), Carvalho (2004), Moraes (2004), Bodart (2020). It is important to mention the contributions of Anthropology as an area of knowledge that makes us understand the school beyond its walls, highlighting the studies of INGOLD, 2020 on the importance of breaking with the idea of a transmission school, in addition to contributions from (LAPLANTINE, 1988), (ANDRÉ, 2008). As results, the surveyed students, from both institutions, express that school sociology is important in the construction of knowledge for the understanding of the society in which they live. They point out the need to increase the number of class hours for a better performance in this curricular component, because one class is not enough to deepen the subjects studied. As for the New High School, it doesn't represent their choices and that what was advertised in the media and even in the school itself, differs from the reality lived.