Objectives (5 - 7 minutes)

1. Understanding Social Inequality: The main objective is for students to understand the concept of social inequality, recognizing its different forms and aspects. They should be able to identify the causes and consequences of social inequality in today's society.

2. Data Analysis and Statistics: A secondary objective is for students to develop critical analysis skills when dealing with data and statistics related to social inequality. They should be able to interpret this information and use it to improve their understanding of the topic.

3. Connection to Reality: The third objective is for students to apply what they have learned about social inequality to their own reality and to society in general. They should be able to make connections between theory and practice, recognizing the presence of social inequality in their daily lives.

Secondary Objectives:

• Development of Critical Thinking: Throughout the lesson, students should be encouraged to question, analyze, and evaluate the information presented, thus developing their critical thinking skills.

• Promotion of Respect for Diversity: The discussion on social inequality should be used as an opportunity to promote respect for diversity and the appreciation of differences, emphasizing the importance of combating discrimination and prejudice.

• Encouragement of Debate and Active Participation: Students should be encouraged to express their opinions, actively participate in discussions, and respect others' perspectives, thus promoting the collective construction of knowledge.

Introduction (10 - 12 minutes)

1. Review of Related Content: The teacher starts the lesson by briefly reviewing the concepts of social stratification and social classes, which were addressed in previous classes. They can use examples from students' daily lives to illustrate these concepts and facilitate understanding. Additionally, the teacher can propose a quick discussion on how social stratification and social classes are related to social inequality.

2. Problem-Solving Scenarios: To spark students' interest in the topic and show the relevance of the subject, the teacher can present two problem-solving scenarios:

   • (Scenario 1) "Why do some people have access to better schools, hospitals, and housing than others? Is this fair? Why?"

   • (Scenario 2) "Imagine you have to share a pizza with your classmates. But each one has a slice of different sizes, some much larger than others. Would this be fair? Why?"

   The teacher then asks students to reflect on these situations and share their opinions.

3. Contextualization: The teacher explains that social inequality is a problem that affects not only Brazil but the whole world. They can cite examples of countries with high levels of inequality and the social, economic, and political consequences of this phenomenon. Additionally, the teacher can highlight how social inequality manifests in students' daily lives, in their communities, and at school.

4. Gaining Attention: To arouse students' curiosity and capture their attention, the teacher can present some curiosities about social inequality. For example:

   • Curiosity 1: "Did you know that, according to the UN Human Development Report, Brazil is the 9th most unequal country in the world?"

   • Curiosity 2: "Did you know that, according to the Brazilian Institute of Geography and Statistics (IBGE), the average monthly income of the top 10% in Brazil is 12.4 times higher than that of the bottom 40%?"

   The teacher then emphasizes that understanding and combating social inequality is fundamental for building a fairer and more egalitarian society.

Development (20 - 25 minutes)

1. Role-Playing Activity: "The Unequal Society" (10 - 12 minutes)

   • Preparation: The teacher divides the class into groups of 5 to 6 students. Then, they give each group a set of cards with different social roles (e.g., successful entrepreneur, informal worker, university student, retired elderly person, child in a vulnerable situation, etc.). Each card should contain information about the social role, such as average income, level of education, housing conditions, access to basic services, etc.

   • Activity: Each group should gather and discuss the received cards, trying to understand the situation of each social role. Then, the groups should create a "society" within the classroom, positioning themselves in different spaces according to the inequality represented by the cards. Students should reflect on how they feel being in different positions in the "society" and discuss the inequality issues that arise.

   • Group Discussion: At the end of the activity, the teacher facilitates a group discussion where each group shares their observations and reflections. The teacher guides the discussion, questioning students about the causes and consequences of social inequality and encouraging them to make connections with the theory presented in the lesson's Introduction.

2. Practical Activity: "Analyzing Inequality in Our Communities" (10 - 12 minutes)

   • Preparation: The teacher asks students to bring to class clippings from magazines, newspapers, or internet printouts that represent the social and economic reality of their communities. The clippings can be images, graphs, tables, articles, etc.

   • Activity: In their groups, students should analyze the clippings, identifying the indicators of social inequality present. They should discuss what the clippings reveal about income distribution, access to basic services, education and employment opportunities, etc.

   • Presentation: Each group should select one or two clippings to present to the class, explaining what they observed and the conclusions they drew. The teacher should guide the presentation, asking questions to deepen the discussion and relate students' observations to the theory studied.

3. Synthesis Activity: "Social Inequality in Numbers" (5 - 7 minutes)

   • Preparation: The teacher provides students with a table containing data on social inequality in Brazil, such as the Gini index, average income by social class, poverty rate, etc.

   • Activity: Students, still in their groups, should analyze the data from the table and prepare a brief report on social inequality in Brazil, answering questions like: "What are the main indicators of social inequality in the country?", "What are the main causes and consequences of social inequality?", "What can be done to reduce social inequality?".

   • Presentation: Each group should present their report to the class, sharing their conclusions and proposals. The teacher should guide the presentation, asking questions to stimulate students' critical thinking and deepen the discussion.

Throughout all activities, the teacher should circulate around the classroom, observing discussions, clarifying doubts, and guiding students. Additionally, the teacher should ensure that all voices are heard, promoting an environment of respect and appreciation for diverse opinions.

Return (8 - 10 minutes)

1. Group Discussion: "Reflecting on Social Inequality" (3 - 4 minutes)

   • Preparation: After the group activities, the teacher should gather all students in a large circle to promote a final discussion.

   • Activity: The teacher should then ask questions that encourage students to reflect on what they have learned. For example: "Which activity made you reflect the most on social inequality?", "What were the main conclusions you reached when analyzing the data and clippings?", "How did today's activities help you better understand social inequality?".

   • Discussion: The teacher should give each student a chance to speak, ensuring that everyone has the opportunity to express their opinions and share their reflections. The teacher should guide the discussion, asking questions to deepen students' answers and relate them to the theory studied.

2. Connection to Theory: "What Have We Learned?" (2 - 3 minutes)

   • Preparation: After the discussion, the teacher should revisit the theoretical concepts of social inequality, highlighting how they were applied in the practical activities.

   • Activity: The teacher should then ask students: "How did today's activities help illustrate and deepen our understanding of social inequality?", "What were the main learnings of the day?".

   • Discussion: The teacher should give each student a chance to share their insights and conclusions. The teacher should value different responses, emphasizing the importance of diverse perspectives for understanding the topic.

3. Individual Reflection: "Thinking about Tomorrow" (2 - 3 minutes)

   • Preparation: Finally, the teacher should suggest that students reflect individually on what they have learned and what they still need to learn.

   • Activity: The teacher can ask questions like: "What was the most important concept you learned today?", "What questions about social inequality have not been answered yet?", "What would you like to learn in the upcoming classes about social inequality?".

   • Sharing: The teacher can ask some students to share their answers with the class, thus promoting collective reflection and planning for future classes.

At the end of the Return, the teacher should summarize the main points discussed, reinforce the concepts learned, and highlight the importance of the topic for understanding society and the world. Additionally, the teacher should encourage students to continue exploring the topic outside the classroom through readings, research, and debates.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation: The teacher should start the Conclusion by summarizing the main points covered during the lesson. They should recap key concepts of social inequality, the different ways in which it manifests, and the causes and consequences of this phenomenon. Additionally, the teacher should highlight the main conclusions and reflections of the students, emphasizing the importance of critical thinking and data analysis in understanding social inequality.

2. Connecting Theory to Practice: The teacher should then explain how the lesson connected theory to practice. They should review the activities carried out by students, explaining how they helped illustrate and deepen the presented theoretical concepts. The teacher should emphasize that sociology is not just about memorizing concepts but about understanding society and how it functions.

3. Extra Materials: The teacher should suggest reading materials, videos, documentaries, or websites that students can consult to deepen their understanding of social inequality. They can also suggest extra activities, such as conducting a small research project on social inequality in their community or organizing a debate on possible solutions to this problem.

4. Importance of the Subject: Finally, the teacher should explain the importance of the subject for students' daily lives and for society as a whole. They should emphasize that social inequality is not just a distant phenomenon but something that affects everyone's life, either directly or through their relationships with others. The teacher should encourage students to reflect on how they can contribute to reducing social inequality, whether through their individual actions or through their participation in collective activities.

5. Closure: The teacher concludes the lesson by thanking students for their participation and dedication, and reinforcing the importance of continuing to study and engage with the topic. They can also make a brief announcement about the content of the next lesson to maintain students' interest and encourage them to prepare for the upcoming discussion.