Na berlinda histórica: o ensino de sociologia e de gênero frente aos ditames do capitalismo contemporâneo

Abstract

This research is part of the emerging scientific subfield of Sociology, called Sociology Teaching (DO RÊGO FERREIRA; OLIVEIRA, 2015), which gained relevance and a substantial increase in reflections from the year 2008, especially through the enactment of Law 11,684/2008, which made Sociology a mandatory subject for all stages of High School (OLIVEIRA, 2013). Since its main focus is to understand the process of building the teaching practice of Sociology teachers, this research is situated within the most recent approaches in the state of the art of the subfield of Sociology teaching (OLIVEIRA; MELCHIORETTO, 2020). In particular, it aims to examine how teaching is developed, for and by Sociology teachers when they need to address content related to gender. This investigation is justified by the national, political, social, and economic scenario formed from the year 2017, in which the implementation of a series of anti-democratic reforms in the country's basic education, as in the case of the High School Reform (PALUDO, 2020), alongside the weakening of the legitimacy of the Sociology subject and its content in this context (BODART; FEIJÓ, 2020). Added to this is the fact of analyzing the correspondence between the mentioned elements and the transnational aspects formed since 2016, namely, the simultaneous rise of the far right to positions of power and the advancement of neoliberal and conservative discourses and practices (BROWN, 2019). As an analytical background, the research relies on the theoretical support of philosopher Byung-Chul Han (2017;2020) on the configurations and operationalities of contemporary capitalism. This is combined with historical, post-structural, and social reflections that constitute gender studies, as well as studies related to the teaching of Sociology. Previously, the research has as a hypothesis to be tested that, considering the repertoire of political and social issues involving the teaching of Sociology, especially concerning its current situation, analyzed here, of being under threat within school curricula, present a scenario of old disputes between the forces of capitalism and critical education. Considering the inclination of this analysis, that is, to understand how teachers construct their classroom routines, the research therefore uses mixed methods of semi-structured interviews with public school teachers from the state of Mato Grosso do Sul and the Mestiza feminist approach, whose focus is to portray the nuances of the field.