O lugar da Sociologia na reforma do Ensino Médio: uma análise bibliográfica e documental sobre a implementação da Lei nº 13.415/2017 no contexto da educação brasileira

Abstract

This dissertation analyzes the role of Sociology in Brazil’s High School Reform, established by Law No. 13.415/2017, aiming to understand its impacts on students’ critical education and on the social role of public schools. Grounded in historical-dialectical materialism, the research is qualitative, bibliographical, and documentary in nature, combining theoretical reflection with the analysis of legislation, guidelines, and official documents from the Ministry of Education. Drawing on the works of Karl Marx, Antonio Gramsci, Décio Saes, Dermeval Saviani, and István Mészáros, the study discusses the relationship between the State, hegemony, and education, highlighting how neoliberal rationality has subordinated schooling to market demands. The research demonstrates that the reform, under the discourse of flexibility and choice, promotes curricular fragmentation, the devaluation of the Humanities, and the weakening of critical thought. In this context, Sociology is understood as a field of resistance and an emancipatory instrument, essential to the development of students’ historical and political awareness. It concludes that defending Sociology in High School is inseparable from defending public education, democracy, and the right to critical thinking. Education, understood as a social and political practice, thus remains a space of struggle and transformative hope.