<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732014000301019</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v32n3p1019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os desafios teórico-metodológicos do Ensino de Sociologia no Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical and methodological challenges of teaching sociology in high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Los desafíos teóricos y metodológicos de la Enseñanza de Sociología en la Escuela Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amurabi Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,Departamento de Sociologia e Ciência Política  Departamento de Sociologia e Ciência Política]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,Programa de Pós-Graduação em Sociologia Política  Programa de Pós-Graduação em Sociologia Política]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>32</volume>
<numero>3</numero>
<fpage>1019</fpage>
<lpage>1044</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Com o processo de reintrodu&#231;&#227;o da Sociologia na Educa&#231;&#227;o B&#225;sica em 2008, muito tem se debatido sobre o Ensino desta ci&#234;ncia nas escolas. No entanto, devido &#224; pr&#243;pria aus&#234;ncia de uma tradi&#231;&#227;o da Sociologia no curr&#237;culo escolar, a discuss&#227;o ainda &#233; incipiente e restrita a uma pequena comunidade de pesquisadores. Uma das quest&#245;es relevantes que emergem ante a esse novo cen&#225;rio &#233; sobre quais os desafios para a pr&#225;tica docente do professor de Sociologia, nesse sentido, visa-se contribuir para essa discuss&#227;o por meio de uma reflex&#227;o articulada em dois n&#237;veis: o primeiro remete aos desafios te&#243;ricos, o segundo aos desafios metodol&#243;gicos do Ensino de Sociologia. Para tanto, recorre-se principalmente &#224; obra de Giddens para compreender a rela&#231;&#227;o entre o conhecimento sociol&#243;gico e o senso comum, quest&#227;o, que em nosso entender, mostrasse de suma relev&#226;ncia para o Ensino da Sociologia na realidade escolar. Neste trabalho chama-se a aten&#231;&#227;o para o fato de que a proximidade com o senso comum abre um campo de possibilidades, mas tamb&#233;m se constitui como um desafio para o docente, considerando a "dupla hermen&#234;utica" da Sociologia, o que se apresenta tanto no n&#237;vel te&#243;rico quanto metodol&#243;gico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[With the process of reintroduction of Sociology in Basic Education in 2008 much has been debated about the teaching of this science in schools. However, due to the very absence of a tradition of sociology in the school curriculum, the discussion is still incipient and limited to a small community of researchers. One of the relevant issues that emerge on this new picture is what are the challenges in the teaching practice for the teacher of Sociology. Thus, we aim to contribute to this discussion through an articulate reflection on two levels: the first refers to the theoretical challenges, the second to the methodological challenges of teaching Sociology. For this purpose we used mainly the work of Giddens to understand the relationship between sociological knowledge and common sense, question which in our view is of utmost relevance for the Teaching of Sociology within school reality. In this paper we draw attention to the fact that the proximity to common sense opens up a field of possibilities, but also constitutes a challenge for the teacher, considering the "double hermeneutic" sociology, which is present in both theoretical and methodological levels.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Con el proceso de reintroducci&#243;n de la Sociolog&#237;a en la Educaci&#243;n B&#225;sica en 2008, mucho se ha discutido sobre la ense&#241;anza de esta ciencia en las escuelas. Sin embargo, debido a la ausencia de una tradici&#243;n de la sociolog&#237;a en el curr&#237;culo escolar, la discusi&#243;n es a&#250;n incipiente y limitada a una peque&#241;a comunidad de investigadores. Uno de los temas importantes que surgen en este nuevo escenario es sobre los desaf&#237;os para la ense&#241;anza del profesor de Sociolog&#237;a, en este sentido, se pretende contribuir en este debate mediante una re&#56256;&#56556;exi&#243;n articulada en dos niveles: el primero se refiere a los desafios te&#243;ricos, el segundo es sobre los desafios metodol&#243;gicos de la Ense&#241;anza de Sociolog&#237;a. Para tanto, se utiliza principalmente la obra de Giddens para entender la relaci&#243;n entre el conocimiento sociol&#243;gico y el sentido com&#250;n, que en nuestra opini&#243;n es de suma importancia para la Ense&#241;anza de Sociolog&#237;a en la realidad escolar. En este trabajo llama la atenci&#243;n sobre el hecho de que la proximidade con el sentido com&#250;n abre un campo de posibilidades, pero tambi&#233;n representa un desaf&#237;o para los profesores, teniendo en cuenta la "doble hermen&#233;utica" de la sociolog&#237;a, que se presenta tanto a nivel te&#243;rico como metodol&#243;gico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Sociologia]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia do Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Sociology]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Methodology of Teaching]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Sociología;Práctica Educativa]]></kwd>
<kwd lng="es"><![CDATA[Metodología de la Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<front>
<journal-meta>
<journal-id>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732014000301019</article-id>
<article-id pub-id-type="doi">10.5007/2175-795X.2014v32n3p1019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os desafios teórico-metodológicos do Ensino de Sociologia no Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical and methodological challenges of teaching sociology in high school]]></article-title>
<article-title xml:lang="es"><![CDATA[Los desafíos teóricos y metodológicos de la Enseñanza de Sociología en la Escuela Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Amurabi Pereira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,Departamento de Sociologia e Ciência Política  Departamento de Sociologia e Ciência Política]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,Programa de Pós-Graduação em Sociologia Política  Programa de Pós-Graduação em Sociologia Política]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>32</volume>
<numero>3</numero>
<fpage>1019</fpage>
<lpage>1044</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732014000301019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Com o processo de reintrodu&#231;&#227;o da Sociologia na Educa&#231;&#227;o B&#225;sica em 2008, muito tem se debatido sobre o Ensino desta ci&#234;ncia nas escolas. No entanto, devido &#224; pr&#243;pria aus&#234;ncia de uma tradi&#231;&#227;o da Sociologia no curr&#237;culo escolar, a discuss&#227;o ainda &#233; incipiente e restrita a uma pequena comunidade de pesquisadores. Uma das quest&#245;es relevantes que emergem ante a esse novo cen&#225;rio &#233; sobre quais os desafios para a pr&#225;tica docente do professor de Sociologia, nesse sentido, visa-se contribuir para essa discuss&#227;o por meio de uma reflex&#227;o articulada em dois n&#237;veis: o primeiro remete aos desafios te&#243;ricos, o segundo aos desafios metodol&#243;gicos do Ensino de Sociologia. Para tanto, recorre-se principalmente &#224; obra de Giddens para compreender a rela&#231;&#227;o entre o conhecimento sociol&#243;gico e o senso comum, quest&#227;o, que em nosso entender, mostrasse de suma relev&#226;ncia para o Ensino da Sociologia na realidade escolar. Neste trabalho chama-se a aten&#231;&#227;o para o fato de que a proximidade com o senso comum abre um campo de possibilidades, mas tamb&#233;m se constitui como um desafio para o docente, considerando a "dupla hermen&#234;utica" da Sociologia, o que se apresenta tanto no n&#237;vel te&#243;rico quanto metodol&#243;gico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[With the process of reintroduction of Sociology in Basic Education in 2008 much has been debated about the teaching of this science in schools. However, due to the very absence of a tradition of sociology in the school curriculum, the discussion is still incipient and limited to a small community of researchers. One of the relevant issues that emerge on this new picture is what are the challenges in the teaching practice for the teacher of Sociology. Thus, we aim to contribute to this discussion through an articulate reflection on two levels: the first refers to the theoretical challenges, the second to the methodological challenges of teaching Sociology. For this purpose we used mainly the work of Giddens to understand the relationship between sociological knowledge and common sense, question which in our view is of utmost relevance for the Teaching of Sociology within school reality. In this paper we draw attention to the fact that the proximity to common sense opens up a field of possibilities, but also constitutes a challenge for the teacher, considering the "double hermeneutic" sociology, which is present in both theoretical and methodological levels.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Con el proceso de reintroducci&#243;n de la Sociolog&#237;a en la Educaci&#243;n B&#225;sica en 2008, mucho se ha discutido sobre la ense&#241;anza de esta ciencia en las escuelas. Sin embargo, debido a la ausencia de una tradici&#243;n de la sociolog&#237;a en el curr&#237;culo escolar, la discusi&#243;n es a&#250;n incipiente y limitada a una peque&#241;a comunidad de investigadores. Uno de los temas importantes que surgen en este nuevo escenario es sobre los desaf&#237;os para la ense&#241;anza del profesor de Sociolog&#237;a, en este sentido, se pretende contribuir en este debate mediante una re&#56256;&#56556;exi&#243;n articulada en dos niveles: el primero se refiere a los desafios te&#243;ricos, el segundo es sobre los desafios metodol&#243;gicos de la Ense&#241;anza de Sociolog&#237;a. Para tanto, se utiliza principalmente la obra de Giddens para entender la relaci&#243;n entre el conocimiento sociol&#243;gico y el sentido com&#250;n, que en nuestra opini&#243;n es de suma importancia para la Ense&#241;anza de Sociolog&#237;a en la realidad escolar. En este trabajo llama la atenci&#243;n sobre el hecho de que la proximidade con el sentido com&#250;n abre un campo de posibilidades, pero tambi&#233;n representa un desaf&#237;o para los profesores, teniendo en cuenta la "doble hermen&#233;utica" de la sociolog&#237;a, que se presenta tanto a nivel te&#243;rico como metodol&#243;gico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Sociologia]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia do Ensino]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Sociology]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Methodology of Teaching]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Sociología;Práctica Educativa]]></kwd>
<kwd lng="es"><![CDATA[Metodología de la Enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front>
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