Representações sociais de religião e religiosidade dos professores de Sociologia do ensino médio

• Ano de defesa: 2018
• Autor(a) principal: Viana, Beatriz Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Sociologia
• Palavras-chave em Português: Representação social; Religião; Religiosidade; Professor; CNPQ::CIENCIAS HUMANAS::SOCIOLOGIA; Social representation; Religion; Religiosity; Teacher
• Link de acesso: http://ri.ufmt.br/handle/1/2877

This study has as main objective, to analyse the Social Representations of Religion and Religiosity of the teachers of Sociology that act of the High School of the State Schools of Cuiabá-MT. The specific objectives are: To understand the social representation of religion of the teachers of Sociology; Understand the process of constitution of religion in school education and identify the conception of social representation of teachers in relation to religion. Understand the process of constitution of religion in school education and identify the conception of social representation of teachers in relation to religion. For this, we developed the following research problem: What is the social representation of religion of Sociology teachers who work in the High School of the state schools of Cuiabá - MT? The theoretical foundation that guided the studies was based on authors of Sociology such as Emile Durkheim, Max Weber, Anthony Giddens, Georg Simmel among others and in Moscovici, Jodelet, Sá, Guareschi Jovchelovitch that deal with questions concerning the theory of social representations. The qualitative research had as procedures data collection, semi-structured interview and document analysis. The interview was carried out with 12 teachers graduated in Social Sciences, who worked in High School, and through it allowed to understand the construction of the representations of religion and religiosity present in each one of these individuals. The analysis of documents such as the National Curricular Parameters - PCNs, the National Curricular Guidelines for High School - DCNs and the Curricular Guidelines of the State of Mato Grosso - NCBs contributed to the understanding of the insertion of the content of Religion in the subjects of Religious Education and Sociology .Another instrument used was the questionnaire he gave support to raise the profile of the subjects. The research material was treated based on Content Analysis, proposed by Laurence Bardin, and allowed to raise common elements that were grouped, thematically by categories. The results show that the teachers' representations about Religion are anchored in religiosity, linked mainly to traditional and subjective religious values, since they show the presence of Christianity in its expressions. Teachers, for the most part, consider the relevance of the content, but affirm that it is necessary to deepen the studies on the Sociology of Religions. Religion and religiosity presented by teachers produce and reproduce elements of their subjectivities and, consequently, are not liable to be detached from the set of values, emotions, experiences and social practices internalized throughout the history of lives and subsequently end up interfering in the professional practice, even unconscious.