Surreal classroom with thought bubbles representing sociological concepts.

Decoding Education: How Curriculum Changes Impact What Our Kids Learn

Jordan Keane in Mind & Education August 2025 • 4 min read.

"A look into curriculum reforms and their impact on sociology education in South and Southeast Brazil"

The integration of sociology into the Brazilian secondary education system became mandatory nationwide in 2008. However, several states had already introduced the discipline starting in the 1980s, following the end of the military dictatorship. This move was bolstered by the Law of Directives and Bases of National Education (LDB) in 1996, which advocated for its inclusion.

Prior to this, in 1998, the National Curriculum Parameters (PCNs) were published, suggesting that sociology and philosophy could be integrated into other subjects or addressed through cross-curricular themes. This document highlighted the need to explore the three core areas of social sciences: sociology, anthropology, and political science.

More recently, the National Curriculum Orientations for Secondary Education: Human Sciences and Technologies (OCNs, 2006) have guided teaching methodologies, suggesting ways for educators to approach sociology. While these guidelines propose integrating themes, theories, and concepts into the classroom, they stop short of specifying particular content to be taught.

The Tug-of-War: Competency-Based Education vs. Critical Thinking

Surreal classroom with thought bubbles representing sociological concepts.

After the nationwide mandate, various states began publishing curriculum guidelines for sociology education. This analysis focuses on official documents from the South and Southeast regions up to 2014, where, unlike other parts of the country, state education secretariats have developed curricular proposals to guide teachers. This focus acknowledges the strengthened academic reflection in these areas, while also recognizing the growing disconnect between universities and schools in creating and implementing these documents.

The heart of the matter is whether these documents align with the competency-based education model dictated by the National Curriculum Parameters (PCNs, 1998). Do they lean towards critical perspectives, challenging neoliberal curriculum models, or do they simply adhere to academic standards without considering educational theories? To understand the curriculum of sociology, it’s important to recognize that it’s part of a broader curricular organization primarily guided by the 'pedagogy of competencies.' This model organizes school knowledge to support contemporary operational methods.

Competency-Based Education: Focuses on skills and practical application.
Critical Thinking: Emphasizes questioning and deeper analysis.
Neoliberal Influence: Curriculum shaped by market demands.
Academic Standards: Knowledge-focused without practical application.

The inclusion of sociology at this level is unprecedented in Brazilian curriculum history, marking the first time the discipline has been broadly integrated into secondary education. This offers a unique opportunity to bring sociological insights to young people in both public and private schools.

Striking a Balance: What’s Next for Sociology in Brazilian Schools?

In conclusion, as of now, only two states in the South and Southeast regions—Paraná and Rio de Janeiro—maintain curriculum guidelines that are not aligned with the pedagogy of competencies. The state education secretariats of Rio Grande do Sul, Santa Catarina, Minas Gerais, and Espírito Santo are moving closer to this theoretical and pedagogical foundation. The curriculum proposal of São Paulo does not explicitly align with any educational theory, mentioning only the social sciences. This highlights the clear methodological dominance of neoliberal policies in the educational approaches presented in these official documents. Further debate and research are needed to ensure a balanced and relevant sociology education that prepares students for an ever-changing world.

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This article is based on research published under:

DOI-LINK: 10.5007/1806-5023.2015v12n2p153, Alternate LINK

Title: Pedagogia Das Competências E Ensino De Sociologia: Adesão E Resistência Nas Diretrizes Curriculares Das Regiões Sul E Sudeste

Subject: General Medicine

Journal: Em Tese

Publisher: Universidade Federal de Santa Catarina (UFSC)

Authors: Ana Carolina Bordini Brabo Caridá

Published: 2015-12-02

Everything You Need To Know

When did sociology become a mandatory subject in Brazilian secondary education, and what were some earlier efforts to integrate it into the curriculum?

Sociology became mandatory in Brazilian secondary education in 2008. Prior to this, the Law of Directives and Bases of National Education (LDB) in 1996 advocated for its inclusion, and some states had introduced it earlier, following the end of the military dictatorship in the 1980s. The National Curriculum Parameters (PCNs) in 1998 suggested integrating sociology with other subjects or through cross-curricular themes.

What is 'competency-based education' according to the National Curriculum Parameters (PCNs, 1998), and how does it influence sociology education in Brazil?

The National Curriculum Parameters (PCNs, 1998) promotes a competency-based education model. This approach focuses on developing skills and practical application, organizing school knowledge to support contemporary operational methods. However, there is a debate on whether state curriculum guidelines align with this model or if they lean towards critical perspectives, challenging neoliberal curriculum models.

How do the National Curriculum Orientations for Secondary Education: Human Sciences and Technologies (OCNs, 2006) guide the teaching of sociology in Brazilian schools?

The National Curriculum Orientations for Secondary Education: Human Sciences and Technologies (OCNs, 2006) provide guidance on teaching methodologies, suggesting ways for educators to approach sociology. These guidelines propose integrating themes, theories, and concepts into the classroom but do not specify particular content to be taught. The implementation of these guidelines varies across states, especially in the South and Southeast regions.

Which states in the South and Southeast regions of Brazil have curriculum guidelines that do not align with the pedagogy of competencies, and what does this reveal about regional differences in education?

In the South and Southeast regions of Brazil, Paraná and Rio de Janeiro are the only states that maintain curriculum guidelines not aligned with the pedagogy of competencies. Rio Grande do Sul, Santa Catarina, Minas Gerais, and Espírito Santo are moving closer to this theoretical and pedagogical foundation. São Paulo's curriculum proposal does not explicitly align with any educational theory, mentioning only the social sciences. This divergence highlights the varying approaches to sociology education across different states.

How do 'Neoliberal policies' affect sociology education in Brazilian schools, and what are the implications of this influence on curriculum design and educational outcomes?

Neoliberal policies exert a methodological dominance in the educational approaches presented in official documents. The curriculum proposal of São Paulo does not explicitly align with any educational theory, mentioning only the social sciences. Most states' educational approaches align with the pedagogy of competencies. This involves curriculum shaped by market demands. A balanced sociology education is necessary to counteract the limitations of competency-based education and neoliberal influence.