A sociologia nos processos seletivos próprios para ingresso nos cursos de graduação das universidades federais de Minas Gerais

Abstract

Sociology, as a school subject in Brazil, has undergone periods of instability throughout its trajectory in the educational system since its early implementation in 1882, during the Imperial period, associated with the projects of Ruy Barbosa and Benjamin Constant. Such instability has been evident in moments of curricular reform justified by the pursuit of educational improvement, in adverse political contexts for the Social Sciences, and even in more recent democratic periods, particularly during the 1990s and 2000s, when the inclusion of Sociology in the curriculum was often considered burdensome, contributing to its exclusion. With the enactment of Law No. 11.684/2008, Sociology became a mandatory subject in all grades of secondary education across all educational systems, producing significant impacts on school organization, pedagogical practices, and academic structures, especially regarding curriculum reorganization and teaching and learning processes. This study considers this historical milestone and examines the presence of Sociology in the independent admission processes of Brazilian federal universities. The main objective is to analyze how Sociology is currently incorporated into these selection processes, in light of the 2008 law, and to reflect on its trajectory within the school context and in assessments designed by higher education institutions. The findings indicate that Sociology is present in these selection processes in an uneven manner, assuming different forms of inclusion, ranging from direct approaches to interdisciplinary formats, which highlights its ongoing process of consolidation within the educational field.