Resumo

MORAES, Amaury. Teaching of Sociology: periodization and campaign for obligatoriness. Cad. CEDES [online]. 2011, vol.31, n.85, pp.359-382. ISSN 1678-7110.  https://doi.org/10.1590/S0101-32622011000300004.

Although the chronologies reports as a result of an objectivity of dates, such dates are marked by a choice and that choice is an indication of interpretation. The dates are far from indisputable data - are also constructed, as historical facts, are part of a release. In the case of sociology, the current interpretation of its presence/absence in high school should be a marked ideological context: in democratic periods, sociology is present, at times authoritarian, sociology is absent. Our hypothesis is that this interpretation derives from the perspective of those who are in favor of enforcing discipline; they say that sociology, by being critical, is a threat to the regime and is deleted. For us, other factors that conditioned this intermittence, especially the formation of an educational bureaucracy responsible for managing the curriculum.

Palavras-chave : Teaching of Sociology; School; Curriculum; Education Bureaucracy.

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