A relevância do ensino de Sociologia para alunos da Educação Básica nos anos finais do Ensino Fundamental: desconstrução de estigmas e empoderamento social.

Abstract

This dissertation analyzes the relevance of including Sociology as a subject in the final years of Elementary Education, focusing on the deconstruction of social stigmas and youth empowerment. The research arises from the author’s experience as a teacher in the public school system of João Pessoa – PB, in a context marked by social vulnerabilities, where the absence of Sociology in the curriculum undermines students’ critical and civic formation. Grounded in theoretical references such as Paulo Freire, Pierre Bourdieu, Boaventura de Sousa Santos, and Zygmunt Bauman, the study advocates for an emancipatory, critical, and counter-hegemonic education. The methodology adopted was a mixed approach, combining qualitative and quantitative procedures. Data collection involved focus groups, semi-structured interviews with teachers and school managers, and questionnaires applied to students, aiming to capture perceptions, experiences, and formative demands. This methodological design emphasized active listening and the recognition of students’ narratives and lived experiences as central elements for analysis. The findings revealed that, even without the formal presence of Sociology in the curriculum, sociological themes spontaneously emerge in pedagogical practices and arouse strong interest among students, highlighting the need for curricular systematization. Based on these results, the research developed a preliminary proposal for the inclusion of Sociology in the final years of Elementary Education in João Pessoa’s public school system. The proposal is structured around thematic axes such as social inequality, identity, critical citizenship, cultural diversity, and political participation. In addition to strengthening emancipatory pedagogical practices, this curricular design also serves as an initial introduction to sociological concepts and categories, preparing students for a deeper engagement with these themes in High School. It is concluded that Sociology, when integrated into basic education, constitutes an essential formative tool for students to understand their position in the world and act consciously in building a fairer and more egalitarian society.