Banca de QUALIFICAÇÃO: FABIO MONTEIRO DE MORAES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FABIO MONTEIRO DE MORAES
DATE: 18/07/2023
TIME: 14:00
LOCAL: INSTITUTO DE CIÊNCIAS SOCIAIS/ICS/UFAL/PPGS-https://meet.google.com/meu-fpgi-wan?pli=1&authuser=5
TITLE:

Teaching and Practical Sense: School Sociology and the Teaching of Ethnic-Racial Relations.

KEY WORDS:

Keywords: Teaching practice, sociology education, dispositional theory of action, ethnic-racial relations.

PAGES: 49
BIG AREA: Ciências Humanas
AREA: Sociologia
SUMMARY:

The 20th century in Brazil was marked by power struggles and rights disputes among the Black, Indigenous, and other population groups who opposed the ideologies of whitening, the myth of racial democracy, and the immigration and miscegenation policies implemented after the theoretical abolition of slavery in 1888. These conceptions reinforced racial, social, and cultural discrimination, pushing Black and Indigenous people to the margins of society. Only with the end of the Brazilian military dictatorship in the late 20th century did social and intellectual Black movements for education and resistance begin to gain strength. As a consequence of the struggles fought in the past century, important laws have been passed in recent decades, including the mandatory teaching of Afro-Brazilian and Indigenous history and culture in schools. This research contributes to the scientific subfield of Sociology education (FERREIRA; OLIVEIRA, 2015; BODART, 2019; MOCELIN, 2020), as it delves into the issue of educational practice beyond purely school-based constraints. Thus, the aim is to understand how Sociology teachers deal with the challenges of teaching ethnic-racial relations in Basic Education. To do so, two premises are adopted: first, it is based on the notion that the teachers' past experiences - regarding the ethnic-racial social dimension - influence their educational practices; second, it concerns the variation in the approach to the theme by its frequency and the way it is taught. The theoretical-methodological perspective adopted was Bourdieu's dispositional sociology of action, through which it will be possible to map the teachers' dispositions, as well as the constitutive elements of the Sociology teaching field that can constrain or contribute to their teaching practices, forcing them to act in a certain way, that is, forcing them to "play" according to the rules of the "game". The research data will be collected through the analysis of class diaries and/or lesson plans, as well as interviews with Sociology teachers in public high schools in Maceió.

BANKING MEMBERS:
Presidente - 2345685 - CRISTIANO DAS NEVES BODART
Externo(a) à Instituição - IVAN FONTES BARBOSA - UFS
Interno(a) - 2265061 - WELKSON PIRES DA SILVA