Escritas de um jovem professor de Sociologia: por uma pedagogia que dialoga com as identidades juvenis

Abstract

Based on the methodological procedure of autoethnography, this research's main objective is to identify a pedagogy for Sociology teaching that dialogues with youth identities. Evaluating the experience of Sociology teaching in two schools of different municipalities in the Minas Gerais state network between the years 2023 and 2024, the work also seeks to explore the uses of fiction as a linguistic tool for the production of meaning and analysis of the observed phenomenon, understand the approaches between the Sociology teaching and the processes of identity constitution of young students, and develop material aimed at Sociology teachers that proposes a dialogue between the discipline and the youth identities. In this way, contemporary sociological theories about identities and youth are mobilized, to understand such phenomenon as dynamic social constructions marked by diversity. The notion of dialogicity in Freire's thought is also an essential theoretical resource in the investigation of the research problem by demarcating the fundamental aspects of the dialogue process for a liberating education project. Through the production of sociological chronicles, based on the autoethnographic field diaries, the research shows that fictional writing expands the possibilities of interpreting social phenomena by producing a perspective of estrangement in the face of reality. Furthermore, the analysis of educational artifacts produced by students indicates learning evidences that qualifies the dialogue between Sociology teaching and youth identities and provides a basis for reflection on pedagogical strategies and practices.