Abstract
The presence of Sociology in the school curriculum is the result of educational policies which, based on the political situation, establish the pedagogical discourse that guides educational objectives and is reflected in the classification of knowledge and its framing in pedagogical practice. In this context, the aim of this text is to analyze the classification and integration of sociology teaching and its repercussions in three historical periods, from 1982 to 2022, which exemplify the defense, inclusion and exclusion of compulsory sociology in the school curriculum. In the three periods analyzed, the first two raised the importance of Sociology as a school subject. However, the third period marked a turning point in the achievements, representing a setback for science education.
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