O poder disciplinar produz, a sociologia problematiza e o PIBID- direitos humanos resiste

Abstract

PIBID’s one of the most important projects implemented in Higher Education with regard to teacher training and bringing the University closer to Basic Education. Understood as a subproject, PIBID-Human Rights was inserted in a public high school in Blumenau, between 2016 and 2017, linked to the Sociology curriculum component. For about two years, the PIBID undergraduates promoted actions aimed at raising students' awareness about the importance of an education committed to Human Rights; for this, rethinking traditional teaching and creating methodological alternatives to reflect the school and its paradigms became an imperative. Conceived as a disciplinary institution, the school produces bodies, scales time and controls knowledge. Would it be possible for the PIBID-Human Rights and the Sociology curricular component to be a space of resistance to this model so deeply rooted in Education? The present work aims to understand the challenges found by the PIBID-Human Rights and the Sociology curricular component in problematizing the school paradigms and traditional methodologies. In our analyses we’ll resort to reports of PIBID- Human Rights (2016; 2017), scholars of Sociology and Education, Mills (1965) and Freire (1998;2003). The conceptual approach to school disciplining is based on Michel Foucault.