A questão agrária e o ensino de Sociologia no Município do Crato-CE.

Abstract

The objective of this work was to analyze the teaching educational practice and the agrarian issue in the discipline of Sociology, in this sense one of the problems is the training of Sociology teachers and their insertion in the educational reality, for this work the schools of the state public network of high school in the municipality of Crato-CE. Our problematization starts from the study of how the historical social reality of the municipality develops in the class struggle between an agrarian aristocracy and the peasants in their economic formation and their social classes. We seek to investigate how Sociology is inserted in the Brazilian educational context and what are the adversities that arise for the discipline in the face of curricular proposals linked to the agrarian issue. For this study, the official curricular documents of the Sociology discipline were used, making up the context Brazilian historical and political economy and its relationship with education. We carried out semi-structured interviews with teachers from the public education system of the state network in the city of Crato-CE so that we could analyze how they carry out their teaching work on the theme of the agrarian issue in the schools where they are located. the reality of schools and a description of the social reality of these schools where teachers are working and the reality of social class. It can be seen in the interviews carried out and in the data collected in the guiding documents that the teachers of the Sociology discipline understand the reality of the relationships that develop in the field, but that we still have a lot to advance in relation to the topic, one of the aspects listed is the lack of theoretical training on the agrarian issue, and the academic and school curriculum does not have a space for the theme, with guidelines and theoretical support for Sociology teachers, we use dialectical historical materialism as a theoretical-methodological perspective in research, so that we can realizing the contradictions in the teaching of Sociology and the agrarian issue, it is necessary for us to overcome this teaching model so that we can build scientific knowledge based on the reality of the Brazilian peasantry, where basic education represents the proletarian class in reflections and in concrete reality.