CURRICULAR CHANGES IN THE CONSTRUCTION OF THE SOCIOLOGY TEACHER TRAINING IN URUGUAY

did the conception of sociology that we teach change?

Abstract

This work seeks to provide essential inputs to encourage debate about curricular practices, which in themselves harbor tensions and conflicts in the processes of curricular change. Tensions and conflicts that can be observed in the history of the teaching staff of Sociology for Higher Secondary Education in Uruguay. For the teaching of Sociology in Higher Secondary Education in Uruguay, it was necessary until 2008 to necessarily graduate from the Specialty Civic Education-Law-Sociology. Specialty that was nourished by two different epistemologies, legal and sociological. This training was framed in the hegemony of law, fundamentally a formalistic-legal education. This reality would inhibit the autonomous development of the teaching of Sociology. A tour of the curricular changes that the Teaching Staff of Sociology in Higher Secondary Education in Uruguay is proposed, addressing the analysis of the plans 1977, 1986, 1996, re-formulation 2005, 2008. It seeks to reflect on the epistemological obstacles in the teaching of Sociology throughout the curricular changes in its history, considering the myths and traditions built in its development as a subject in Secondary Education. Finally, we intend to begin to outline a working hypothesis in which we inquire about what happened when curricular changes occurred, asking ourselves if did the conception of Sociology we teach change? That would allow us to observe if the curricular changes that occurred generated changes in the curricular practices, or if, on the contrary, both teachers and students did not appropriate them.