Paths of Sociology teachers and the dynamics of the disciplinary community in the state of Rio de Janeiro
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Abstract
The research focuses on the disciplinary community of Sociology and professional paths of high school teachers in Rio de Janeiro. It is based on the concepts of disciplinary community and social construction of the curriculum (BALL, MAGUIRE and BRAUN, 2016; HOBSBAWN and RANGER, 1997; GOODSON, 1997; 2001; 2012). Through semi-structured interviews, it relates stories of the disciplinary groups with the professional path of three interviewees, focusing on: (i) dispute over resources, status and territories; (ii) invention of traditions; and (iii) rhetoric in defense of the school subject. The results point to the mobilization of discourses of the disciplinary community in educational policies, strengthening arguments in favor of Sociology as a school subject. The enactment of Law 11,684 / 2008 marks the ongoing struggle to consolidate the school subject's weekly workload. A growing strengthening of the disciplinary community and achievements in educational policies are indicated, through the construction of networks that subsidize the practices of Sociology teachers.
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