Social movements in Sociology secondary school textbooks

Authors

DOI:

https://doi.org/10.5216/sec.v24.63753

Abstract

In the past recent years, polarized political protests have become visible and recurring phenomena in Brazil. Given this scenario, what are the potentialities and limits presented by the Brazilian Sociology textbooks for reflecting on these episodes of confrontation and collective mobilization? To answer this problem, we analysed secondary school Sociology textbooks approved by PNLD 2018 with the purpose of subsidizing the production of an activity book aimed at secondary school teachers. We adopted the methodology of content analysis of books and
then we identified how this content relates to contemporary academic
approaches on social movements. The results of this analysis indicate,
on the one hand, that their potentialities are related to the historical contextualization and the thematic articulation present in them. On the other hand, they indicate the presence of limits related to the
reproduction of theoretical assumptions questioned by contemporary approaches on this topic.

Downloads

Download data is not yet available.

Author Biographies

Matheus Mazzilli Pereira, Centro Brasileiro de Análise e Planejamento, São Paulo, São Paulo, Brasil

Profesor and researcher of the Graduate Program in Political Sociology (PPGSP) and profesor of the undergraduate program in International Relations at the University Vila Velha (UVV). Doctor of Sociology at the Graduate Program in Sociology at the Federal University of Rio Grande do Sul (PPGS/UFRGS). Graduated in Social Sciences and Master of Sociology at the same institution.

Brenda Espindula, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brasil

PhD candidate of the Graduate Program in Sociology at the Federal University of Rio Grande do Sul (PPGS/UFRGS). Graduated in Social Sciences and Master of Sociology at the same institution.

Camila Farias da Silva, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brasil

PhD candidate of the Graduate Program in Sociology at the Federal University of Rio Grande do Sul (PPGS/UFRGS). Graduated in Social Sciences and Master of Sociology at the same institution.

Eduardo Georjão Fernandes, Centro Universitário Uniftec, Caxias do Sul, Rio Grande do Sul, Brasil

Profesor at the Univercity Center and Faculties UNIFTEC. Doctor of Sociology at the Graduate Program in Sociology at the Federal University of Rio Grande do Sul (PPGS/UFRGS). Graduated in Juridical and Criminal Sciences and Master of Sociology at the same institution. Graduated in Psycology at the Pontifical University of Rio Grande do Sul (PUCRS).

Capa v. 24 2021

Downloads

Published

2021-05-17

How to Cite

MAZZILLI PEREIRA, M.; ESPINDULA, B.; FARIAS DA SILVA, C.; GEORJÃO FERNANDES, E. Social movements in Sociology secondary school textbooks. Sociedade e Cultura, Goiânia, v. 24, 2021. DOI: 10.5216/sec.v24.63753. Disponível em: https://revistas.ufg.br/fcs/article/view/63753. Acesso em: 4 jan. 2025.

Issue

Vol. 24 (2021)

Section

Free Articles

License

Copyright (c) 2021 Sociedade e Cultura

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree to the following terms:

    1. Authors retain the copyright and grant the journal the right of first publication, the work being simultaneously licensed under the Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and of the initial publication in this journal;
    2. Authors are authorized to enter into additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg, publishing in an institutional repository or as a book chapter), with acknowledgment of authorship and of the initial publication in this journal;
    3. Authors are allowed and encouraged to post and distribute their work online (eg, in institutional repositories or on their personal page) at any point before or during the editorial process, as this can bring productive change as well as increases the impact and the citation of the published work (see O Efeito do Acesso Livre).