Concepções de "política" no livro didático de sociologia do ensino médio integrado do Instituto Federal Goiano, campus Trindade: (Plano Nacional do Livro Didático 2018-2020)

Abstract

This investigation, affiliated to the State, Policies and Educational Institutions Research Line, of the Postgraduate Program in Education, of the Pontifical Catholic University of Goiás, established as research object the analysis of the concept of Policy in the Sociology textbook adopted at the Institute Federal Goiano (IF Goiano), Campus Trindade. It is supported by theorists who study politics in its general and restricted sense, in the light of historicaldialectical materialism, and chose as a problem: What conception of politics underlies the contents of the Sociology textbook adopted in the process of critical and citizen education of the high school students at IF Goiano/Campus Trindade? To apprehend the problem, a qualitative research approach was adopted, with documental analysis and the application of a questionnaire for high school students from the mentioned school unit. It was established as a general objective, to analyze the conceptions of policy and the way in which, in the textbook, this conception is revealed in the proposed contents. The specific objectives resulted in the chapters that make up this thesis, namely: to present how the sociology textbook fits into the high school curriculum; investigate the conceptions of politics, its meaning and sense, in the themes of sociology in the textbook; to analyze, through empirical research, how the study of sociology themes can impact and promote debates based on studies carried out in the classroom. It is noteworthy that the historical-dialectical materialism, as a critical method, makes it possible to understand the contradictions present in the conception of politics and society, as well as that of education in the neoliberal context. In this sense, it seeks to analyze the insertion of the curricular component of Sociology and the sense of policy that is evidenced in the themes proposed for discussion in the discipline, as a proposal for critical training in the context of basic education in the integrated high school. In the formal educational space, sociology was constituted as a school discipline and its contributions in the historical struggle for a free public education, with qualitative requirements for a consolidated formation in the critical understanding of society and its contradictions. The reduction of the workload or the nonmandatory nature of the offer of Sociology, with the changes proposed by the Common National Curriculum Base (BNCC), enunciates the neoliberal proposal of education. Thus, it highlights the importance and contribution of this discipline in basic training in high school. It is part of the omnilateral training policy proposed by the IF Goiano by providing access for working-class children to have an integral, professional and human training, also enabling political praxis as a constitutive element of training for life. From the analysis of the data, considerations emerge about the importance of sociological knowledge in the lives of students, from the contact with theorists who think about work, interaction and education for life in society, to the conception of policy not aligned with the conception of political sense common understood as clientelism. The research reiterates the importance of the discipline of Sociology as necessary in basic education, given the construction of sociological knowledge enabling students to have a comprehensive education. Consequently, finding ways to overcome the contradictions of Brazilian society that exclude young people from access to humanizing integrated secondary education