Os documentos como forma de acesso à memória institucional de uma disciplina escolar

Abstract The article investigates the implementation of the subject of Sociology in the curriculum of a public technical education institution, looking at the historical and methodological context surrounding its insertion. The aim of the research was to identify the exact moment when Sociology was implemented, in light of the ambiguity of the 1996 National Education Guidelines and Bases Law (LDBEN), which did not identify it as a compulsory subject. The methodology used is based on a qualitative perspective with a historical approach, considering documentary analysis. The research explored the institution's archived documents, such as minutes and teaching plans. From this movement, it was found that the subject of Sociology was introduced into the institution's curriculum in 1993, before the LDBEN was enacted, due to demands from teachers in the Human Sciences area. The analysis used references such as Bloch, Le Goff and Falcon to understand the historical context and the problem of research at the time under study. It concludes by highlighting the relevance of the research in safeguarding institutional memory and defending the subject of Sociology as a tool for the critical training of students, since the implementation of the subject in a technical school had a significant impact on the promotion of critical thinking and citizenship. Finally, the study also contributes to future research in the educational field.