<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762021000100348</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2021v19i1p348-367</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O OLHAR SOCIOLÓGICO COMO PILAR DO ENSINO MÉDIO INTEGRADO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE SOCIOLOGICAL VIEW AS A PILLAR OF INTEGRATED HIGH SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[MIRADA SOCIOLÓGICA COMO PILAR DE LA ESCUELA SECUNDARIA INTEGRADA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Patrícia Furtado Fernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACHADO]]></surname>
<given-names><![CDATA[Lucília Regina de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia do Sudeste de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>348</fpage>
<lpage>367</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762021000100348&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762021000100348&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762021000100348&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O problema que motivou a elaboração deste artigo diz respeito à necessidade de analisar como a disciplina de Sociologia ou seus componentes podem possibilitar a integração de conteúdos de cursos técnicos e do Ensino Médio geral, ou seja, se eles detêm alguma especificidade no contexto da modalidade educacional do Ensino Médio Integrado e o que ela significa. Tal exame justificou-se pela premência na definição de estratégias que contribuam para a superação da dualidade estrutural do ensino brasileiro e a formação integral do aluno. Responder a essa indagação é o objetivo deste texto, o que demarca seu caráter propositivo. Para tanto, valeu-se de uma pesquisa de revisão teórica e outra, com docentes de Sociologia de Institutos Federais, de abordagem empírica. O principal resultado dessa análise diz respeito à importância da especificidade do olhar sociológico como elemento de conexão dos conteúdos dos cursos técnicos e do Ensino Médio. O desenvolvimento desse olhar na atividade pedagógica de professores e na aprendizagem dos alunos remete ao exercício do estranhamento, da desconfiança e da dúvida, dando vez às necessárias contextualização e desnaturalização de conceitos, comportamentos e práticas sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The problem that led to the elaboration of this article concerns the need to analyze how Sociology or its components can enable the integration of contents of technical courses and general secondary education, that is, whether they hold some context specificity in combining high schools with technical high schools and what that would be. Such an examination was justified by the urgency in the definition of strategies that contribute to overcome the structural duality of Brazilian education and to promote student&#8217;s knowledge. Answering this question is the purpose of this article, which demarcates its propositional character. To achieve this goal, a research of theoretical revision and another one of empirical approach was implemented with the professors of Sociology of Federal Institutes. The main result of this analysis concerns the importance of the specificity of the sociological gaze as an element of connection between the contents of technical courses and secondary education. The development of this gaze in the pedagogical activity of teachers and in the students&#8217; learning leads to the exercise of the questioning of estrangement, distrust and doubt, giving way instead to the necessary contextualization and denaturation of social concepts, behaviors and practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El problema que motivó la elaboración de este artículo es la necesidad de analizar cómo la disciplina de la sociología o sus componentes pueden permitir la integración de los contenidos de los cursos técnicos y la escuela secundaria general; es decir, si tienen alguna especificidad en el contexto de la modalidad educativa de secundaria integrada y cuál sería. Este examen fue justificado por la urgencia de definir estrategias que contribuyan a superar la dualidad estructural de la educación brasileña y la formación integral del estudiante. Responder a esta pregunta es el propósito de este artículo, que marca su carácter proposicional. Para este fin, utilizó una investigación de revisión teórica y un enfoque empírico, este con los profesores de Sociología de los Institutos Federales. El principal resultado de este análisis se refiere a la importancia de la especificidad del aspecto sociológico como elemento de conexión de los contenidos de los cursos técnicos y la escuela secundaria. El desarrollo de esta mirada en la actividad pedagógica del aprendizaje de docentes y alumnos se refiere al ejercicio de distanciamiento, desconfianza y duda, dando lugar a la necesaria contextualización y desnaturalización de los conceptos, comportamientos y prácticas sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Médio Integrado]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Sociologia]]></kwd>
<kwd lng="pt"><![CDATA[Olhar sociológico]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissional]]></kwd>
<kwd lng="en"><![CDATA[High school and technical high school]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Sociology]]></kwd>
<kwd lng="en"><![CDATA[Sociological look]]></kwd>
<kwd lng="en"><![CDATA[Professional education]]></kwd>
<kwd lng="es"><![CDATA[Escuela secundaria integrada]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de sociología]]></kwd>
<kwd lng="es"><![CDATA[Mirada sociológica]]></kwd>
<kwd lng="es"><![CDATA[Educación profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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