A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes
This article presents an introductory reflection on the use of research as a teaching tool of Sociology. This premise can be found in normative documents such as the Curricular Guidelines for High School, and also in the National Common Curricular Basis. Its goal is to reflect upon the possibilities...
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| Format: | Article |
| Language: | Portuguese |
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Universidade do Vale do Rio dos Sinos (UNISINOS)
2017-01-01
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| Series: | Ciências Sociais Unisinos |
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| Online Access: | http://www.redalyc.org/articulo.oa?id=93853317022 |
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| _version_ | 1825207462164168704 |
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| author | David Gonçalves Soares |
| author_facet | David Gonçalves Soares |
| author_sort | David Gonçalves Soares |
| collection | DOAJ |
| description | This article presents an introductory reflection on the use of research as a teaching tool of Sociology. This premise can be found in normative documents such as the Curricular Guidelines for High School, and also in the National Common Curricular Basis. Its goal is to reflect upon the possibilities of use of this tool, which has been shown as an ideal to be pursued in the field of sociology teaching. From the exposure of the senses associated with it, the work analyzes the research proposals of two textbooks, as well as interpreting the interviews of teachers from a school considered excellent (CAp-UERJ). Among the results, the following can be highlighted: the difference between the most informative and the most systematic and methodological types of research, the apparent consensus regarding the importance of research in teaching sociology, and the polysemy in which the teachers identify the word “research”. Furthermore, structural obstacles were identified for the routine didactic use of sociological research, such as: the short time allocated for the subject in the curriculum; the absence of a school climate that stimulates and develops mechanisms to facilitate pedagogical innovation; deficient teacher training, which does not emphasize research as a teaching principle; and the need for a quantum of cultural capital from students to a profitable use of this teaching tool. |
| format | Article |
| id | doaj-art-ee9c13dcb67e4ffd9f91dff2eb1c0991 |
| institution | Kabale University |
| issn | 2177-6229 |
| language | Portuguese |
| publishDate | 2017-01-01 |
| publisher | Universidade do Vale do Rio dos Sinos (UNISINOS) |
| record_format | Article |
| series | Ciências Sociais Unisinos |
| spelling | doaj-art-ee9c13dcb67e4ffd9f91dff2eb1c09912025-02-06T23:31:41ZporUniversidade do Vale do Rio dos Sinos (UNISINOS)Ciências Sociais Unisinos2177-62292017-01-01532378388A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentesDavid Gonçalves SoaresThis article presents an introductory reflection on the use of research as a teaching tool of Sociology. This premise can be found in normative documents such as the Curricular Guidelines for High School, and also in the National Common Curricular Basis. Its goal is to reflect upon the possibilities of use of this tool, which has been shown as an ideal to be pursued in the field of sociology teaching. From the exposure of the senses associated with it, the work analyzes the research proposals of two textbooks, as well as interpreting the interviews of teachers from a school considered excellent (CAp-UERJ). Among the results, the following can be highlighted: the difference between the most informative and the most systematic and methodological types of research, the apparent consensus regarding the importance of research in teaching sociology, and the polysemy in which the teachers identify the word “research”. Furthermore, structural obstacles were identified for the routine didactic use of sociological research, such as: the short time allocated for the subject in the curriculum; the absence of a school climate that stimulates and develops mechanisms to facilitate pedagogical innovation; deficient teacher training, which does not emphasize research as a teaching principle; and the need for a quantum of cultural capital from students to a profitable use of this teaching tool.http://www.redalyc.org/articulo.oa?id=93853317022teaching of sociologysociology textbookresearch and teaching |
| spellingShingle | David Gonçalves Soares A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes Ciências Sociais Unisinos teaching of sociology sociology textbook research and teaching |
| title | A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes |
| title_full | A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes |
| title_fullStr | A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes |
| title_full_unstemmed | A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes |
| title_short | A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes |
| title_sort | pesquisa como ferramenta de ensino em sociologia sentidos obstaculos e potencialidades em livros didaticos e em praticas docentes |
| topic | teaching of sociology sociology textbook research and teaching |
| url | http://www.redalyc.org/articulo.oa?id=93853317022 |
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