Resumo

MORAES, Amaury Cesar de. Ciência e Ideologia na Prática dos Professores de Sociologia no Ensino Médio: da neutralidade impossível ao engajamento indesejável, ou seria o inverso?. Educ. Real. [online]. 2014, vol.39, n.01, pp.17-38. ISSN 0100-3143.

The impact that the inclusion of sociology in high school curriculums caused within the school and in the social sciences has been evaluated from different perspectives: a) for, there is danger that sociology is not taught as science, but as a discourse ideological b) to another, the teaching of sociology should be conscientizing and transforming society, c) a third, emphasizes its character of scientific literacy in equipping students with theories and methods, leading them to the awareness of themselves and the world they live. Thinking middle school as a public space, the choice of one element goes beyond the personal convictions of the teacher, being guided by his responsibility as forming autonomous citizens.

Palavras-chave : Teaching Sociology; Ideology; Press; Scientific Literacy.

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