O processo de reificação do professor de Sociologia nos currículos do Ensino Médio após 1996

This article analyzes the phenomenon of the reification of the sociology teacher in high school curricula, from the National Curriculum Parameters to the Common National Curriculum Base, in the context of Brazilian educational reforms since 1996. It is argued that privatist ideology, through international economic power and the commodification of public education, influences the classification of knowledge and the framework of pedagogical practice for the teacher of Sociology, disregarding the scientific identity of the discipline, professional training and socio-historical diversity. The problem investigated is in the loss of teaching autonomy, which forces the teacher of Sociology to guide their practice by neoliberal parameters of a competitive and market education, as present in official curricula. The research methodology is based on the analysis of pedagogical discourses, according to the educational sociology of Basil Bernstein, from official documents published after 1996: National Curriculum Parameters of High School, Curricular Guidelines for High School and Common National Curriculum Base of High School. The results point to a discursive standardization that prioritizes a single model of knowledge organization and teaching method, the pedagogy of competences, transforming the teacher’s work into a mere reproduction of pre-determined competences.