Sociologia Ambiental e marcos regulatórios do ensino de sociologia.

Abstract

The study on the theories, themes and concepts of Environmental Sociology in the regulatory frameworks of Sociology Teaching is pertinent, since it can collaborate in the breaking of limitations that may hinder the development of the critical thinking of the students related to the one that studies the Environmental Sociology . In view of this scenario, this monograph presented here, sought to identify if there is a debate on the theories, themes and concepts of Environmental Sociology in the Social Sciences within the regulatory frameworks of Sociology Teaching The data collection of this research was carried out in two regulatory frameworks: Curricular Guidelines National OCNs (2006); and the National BNCC Curricular Joint Base (2016). This study deals with a qualitative approach research, with documental research techniques and use of the content analysis method. The theoretical contribution of the present study is based mainly on Michel Young's analysis of "powerful knowledge" and "Differentiation of knowledge" in the book Environmental Sociology written by John Hannigan. In order to analyze the data, we can see that the Teaching Regulatory Frameworks do not present the term Environmental Sociology, or rather, they present only insufficiently, when it emphasizes on Environmental Sociology topics as transversal themes present in the Basic Education curriculum, or when he presents this discussion in an implicit and synthetic way. However, this does not diminish the importance of the study on Environmental Sociology and especially its theoretical approaches, themes and concepts present in the curriculum and within the scope of discussions within the Social Sciences.