Writing practices in Sociology classes: implications of de process of sociological language appropriation

Abstract

This article presents the problems and some developments of an ongoing research on reading and writing issues involved in teaching Sociology in secondary schools, specialy at public ones in the metropolitan area of São Paulo. The implications of the difficulties that characterizes such practices among Brazilians, even while attending school, for teaching and learning the discipline are discussed. The methodology and preliminary analysis of written productions of students in sociology classes is presented, pondering on the ways students mobilize the knowledge, the characteristics of the speech they adopt and the relationship between the students texts and the pedagogical work carried out during the course.