Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB

The article presents the results of a survey conducted with the participants of the 4th National Meeting on the Teaching of Sociology in Basic Education (ENESEB) held in 2015. The analysis includes the profile of the participants, pedagogical as well political and ideological conceptions, perception...

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Autores principales:	Leandro Raizer, Daniel Gustavo Mocelin
Formato:	article
Lenguaje:	PT
Publicado:	Universidade do Vale do Rio dos Sinos (UNISINOS) 2015
Materias:	teaching sociology high school didactic and education Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/c44a5ca4f1784bf9a3f8316454ac76b6
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spelling	oai:doaj.org-article:c44a5ca4f1784bf9a3f8316454ac76b62021-11-11T15:42:00ZConcepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB2177-6229https://doaj.org/article/c44a5ca4f1784bf9a3f8316454ac76b62015-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=93843711010https://doaj.org/toc/2177-6229The article presents the results of a survey conducted with the participants of the 4th National Meeting on the Teaching of Sociology in Basic Education (ENESEB) held in 2015. The analysis includes the profile of the participants, pedagogical as well political and ideological conceptions, perceptions about the purpose of sociology in high school, and the difficulties and challenges for the qualification of the discipline. The results point to the existence of a heterogeneous profile, as well as significant differences in educational and political views among teachers of Basic Education and Higher Education, as well as students of Social Sciences. Major difficulties that were highlighted are the lack of teaching materials and their unsuitability for the teaching of the discipline as well as the lack of legitimacy vis-à-vis traditional disciplines; on the other hand, the low percentage of teachers with a university degree in Social Sciences and the need to qualify the teaching of the discipline appear as major challenges. Finally, despite the heterogeneous profile and different pedagogical and political views that were mapped, particularly the pragmatic and emancipatory ones, the survey reveals the existence of a consensus on the important role of the National Curriculum Guidelines (OCNS) for the qualification of the teaching of sociology as a discipline.Leandro RaizerDaniel Gustavo MocelinUniversidade do Vale do Rio dos Sinos (UNISINOS)articleteaching sociologyhigh schooldidactic and educationSocial SciencesHSocial sciences (General)H1-99PTCiências Sociais Unisinos, Vol 51, Iss 3, Pp 316-329 (2015)
institution	DOAJ
collection	DOAJ
language	PT
topic	teaching sociology high school didactic and education Social Sciences H Social sciences (General) H1-99
spellingShingle	teaching sociology high school didactic and education Social Sciences H Social sciences (General) H1-99 Leandro Raizer Daniel Gustavo Mocelin Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
description	The article presents the results of a survey conducted with the participants of the 4th National Meeting on the Teaching of Sociology in Basic Education (ENESEB) held in 2015. The analysis includes the profile of the participants, pedagogical as well political and ideological conceptions, perceptions about the purpose of sociology in high school, and the difficulties and challenges for the qualification of the discipline. The results point to the existence of a heterogeneous profile, as well as significant differences in educational and political views among teachers of Basic Education and Higher Education, as well as students of Social Sciences. Major difficulties that were highlighted are the lack of teaching materials and their unsuitability for the teaching of the discipline as well as the lack of legitimacy vis-à-vis traditional disciplines; on the other hand, the low percentage of teachers with a university degree in Social Sciences and the need to qualify the teaching of the discipline appear as major challenges. Finally, despite the heterogeneous profile and different pedagogical and political views that were mapped, particularly the pragmatic and emancipatory ones, the survey reveals the existence of a consensus on the important role of the National Curriculum Guidelines (OCNS) for the qualification of the teaching of sociology as a discipline.
format	article
author	Leandro Raizer Daniel Gustavo Mocelin
author_facet	Leandro Raizer Daniel Gustavo Mocelin
author_sort	Leandro Raizer
title	Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
title_short	Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
title_full	Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
title_fullStr	Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
title_full_unstemmed	Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB
title_sort	concepções político-ideológicas e didáticopedagógicas dos participantes do iv eneseb
publisher	Universidade do Vale do Rio dos Sinos (UNISINOS)
publishDate	2015
url	https://doaj.org/article/c44a5ca4f1784bf9a3f8316454ac76b6
work_keys_str_mv	AT leandroraizer concepcoespoliticoideologicasedidaticopedagogicasdosparticipantesdoiveneseb AT danielgustavomocelin concepcoespoliticoideologicasedidaticopedagogicasdosparticipantesdoiveneseb
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Concepções político-ideológicas e didáticopedagógicas dos participantes do IV ENESEB

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