This paper reflects upon the reasons and propositions that educational reforms in Argentina have included or excluded the teaching of sociology from the curricula in Secondary School during the last two decades, trying to show differences in perspectives, foci, and especially in the definition of sociology itself. After presenting the experience of sociology at high schools in different countries, this article compares the syllabus applied in both the City and the Province of Buenos Aires, including one designed for an international certificate. This work offers some questions on teaching tasks and student perceptions. Finally, the discussion explores possible political and intellectual reasons of those changes and the potential impact of this teaching outside scholar spaces.
Sociology; Secondary School; Curriculum; Citizenship; Argentina