Elements to think about the didatics of sociology in the secondary education

Abstract

We’re close to completing a one decade of the return of sociology to the school curriculum and the academic debate about this fact has advanced, particularly as regards the curriculum issue and, more specifically, in the conversion of sociology of scientific production in school curriculum.  In this article we draw attention to the need to intensify the debate on the didactics of sociology, because, on the one hand, the objects of study of our science justifies its entry into the secondary education, on the other, its permanence and its effectiveness is related to the quality of teaching and the results in terms of learning, that our work should provide. In what follows we propose a debate on what would be the pedagogical, theoretical and methodological aspects that were at stake in the definition of the didactics of the sociology teaching.