Repensando o novo ensino médio, a formação e o processo de construção da identidade docente entre professores e professoras de Sociologia a partir de uma proposta de intervenção didática.

Abstract

The research presented here is an investigative process aimed at understanding the continuing education of teachers of Humanities and Social Sciences offered by the Educational’s Department of Pernambuco. It analyses in which way the continuing education has an effect on the construction of teacher’s identity, and it perceives public policies, especially when it comes to high school sociology teachers, as it investigates yet how the economic system intervenes in the public policies related to this action were guided by the pedagogical reforms in education and administrative changes. As a qualitative nature, this project itself introduces descriptive methodological actions crucial to its development, taking into account a central problem: the study towards the means of organization and construction of the teacher’s identity, which used techniques and research methods inserted in the midst of the cultural habits of the social agents related, among them, the investigation through interviews, observations and field research for data collection, as well as the contextualization of the geographic, cultural and social spaces that provide a stage for the development of scientific analyses intrinsic to the development of this work. Regarding field research, high school Sociology teachers wrwe interviewed in this work, they who teach in schools that are part of the Regional Education Management of Sertão do Alto Pajeú (GRE SAP). To corroborate to the theoretical discussions, among the several contributions, authors such as Maurice Tardif, Miguel Arroyo, António Nóvoa, Circe Bittencourt and Christian Laval were discussed, as well as the analyses on the ideological capitalist interferences in the school and educational context related to the development of law no. 13,415/2017 responsible for amending the Law of Guidelines and Bases of National Education (9,394/96) and establishing changes in the structure of secondary education, increasing the minimum time of the student in school from 800 hours to 1,000 hours per year, defining a new curricular organization that contemplates a Common National Curricular Base (BNCC) and the offer of different possibilities of choices to students: the formative itineraries, focusing on the areas of knowledge and technical and professional training. Considering its relevance, this research focuses on teaching and is view as an essential part of the global educational process through which members of a society are prepared to engage in social life, that education is arranged as a social and universal phenomenon, thus confirming that the social relations existing in society are not static, immutable or established as lifelong. They are organic and latent, since they materialized by human action in social life. Due to these aspects, by the end of the research, the results and their analyzes obtained through field research actions and other observations regarding the teaching identity of the professionals involved are described, as well as the impacts promoted by educational reforms on the self-perception of these teachers.