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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Autor principal:	David Gonçalves Soares
Formato:	article
Lenguaje:	PT
Publicado:	Universidade do Vale do Rio dos Sinos (UNISINOS) 2017
Materias:	teaching of sociology sociology textbook research and teaching Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/ee9c13dcb67e4ffd9f91dff2eb1c0991
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id	oai:doaj.org-article:ee9c13dcb67e4ffd9f91dff2eb1c0991
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spelling	oai:doaj.org-article:ee9c13dcb67e4ffd9f91dff2eb1c09912021-11-11T15:42:01ZA pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes2177-6229https://doaj.org/article/ee9c13dcb67e4ffd9f91dff2eb1c09912017-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=93853317022https://doaj.org/toc/2177-6229This 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.David Gonçalves SoaresUniversidade do Vale do Rio dos Sinos (UNISINOS)articleteaching of sociologysociology textbookresearch and teachingSocial SciencesHSocial sciences (General)H1-99PTCiências Sociais Unisinos, Vol 53, Iss 2, Pp 378-388 (2017)
institution	DOAJ
collection	DOAJ
language	PT
topic	teaching of sociology sociology textbook research and teaching Social Sciences H Social sciences (General) H1-99
spellingShingle	teaching of sociology sociology textbook research and teaching Social Sciences H Social sciences (General) H1-99 David Gonçalves Soares A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes
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
author	David Gonçalves Soares
author_facet	David Gonçalves Soares
author_sort	David Gonçalves Soares
title	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_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_sort	pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes
publisher	Universidade do Vale do Rio dos Sinos (UNISINOS)
publishDate	2017
url	https://doaj.org/article/ee9c13dcb67e4ffd9f91dff2eb1c0991
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A pesquisa como ferramenta de ensino em sociologia: sentidos, obstáculos e potencialidades em livros didáticos e em práticas docentes

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