Abstract
The aim is to evaluate the measure in which the subject “Sociology”, as taught in Public High Schools in three cities in the State of Santa Catarina, Brazil, fulfills it intended educative possibilities. Primary data were collected from interviews, questionnaires and direct observation, covering a period from year 2006 to 2009, and referred to how teachers and students view the teaching of Sociology in High School. The idea was, first, to perceive how teachers consider the peculiarities, the challenges and the aims of teaching Sociology in High School, and then compare such views with those which prevail among students which had the subject included in their curricular grid. It is expected that reflections arising from this confrontation may provide a better understanding of present classroom difficulties, and may lead to new developments towards a more fruitful interchange between teachers and students.
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