Activity theory: a chance for educational didactic-teaching Sociology with students of school of public paulista

• Grant number: 12/21055-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: January 01, 2013
• End date: December 31, 2013
• Field of knowledge: Humanities - Sociology - Other specific Sociologies
• Principal Investigator: Maria Valeria Barbosa
• Grantee: Matheus Bortoleto Rodrigues
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This Undergraduate Research project aims to contribute to the construction of didactic and pedagogical activities and learning materials aimed at teaching Sociology, with learners from the Middle School (MS) of the São Paulo public system. It opposes the current booklet learning model, implemented in 2008 by the State of São Paulo, and it is aimed at the reintegration of Sociology (in 2009) as compulsory curriculum subject in MS. The project will have as its theoretical basis the Cultural-Historical Theory (THC), with no disadvantage to necessary references to the Activity Theory (AT), developed by Leontiev (1978), which indicates the need of an active role of the subjects involved in teaching / learning. From this perspective, the education process takes special shape, for it is through the active role that individuals learn (appropriating everything that was historical and socially produced by humanity) and, thus, develop higher mental functions. This contribution makes the school has humanizing features, as it enables humans, in school age, to have access to theoretical systematized knowledge. The assumption is that the TA used as a didactic and pedagogical practice, enables learners to appropriate the sociological content - concepts, signs, meanings, etc.. - qualitatively and quantitatively superior to the current model used in São Paulo public schools. This work is characterized, therefore, as a practical-theoretical research that involves the collection and analysis of bibliographic data and the use of action research, with insertion methodology in the classroom. (AU)