Juventudes e ensino médio: perspectivas formativas para o ensino médio em escolas públicas de Iporá, Goiás
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2019-04-26
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Universidade Federal de Goiás
Resumo
This study is part of the line of research State, Politics and History of Education of the Graduate Program in
Education of the Federal University of Goiás. It was aimed to understand the formative prospects directed at
the youths in high school, seeking to understand beyond the legally established if, and how, this stage of
education dialogues with the youth, its main recipients. In order to achieve the presented goals, the study
was carried out through bibliographical research, documental analysis and field research through focus
groups with students and questionnaires to teachers/education administrators and youth/students in two state
schools that offer secondary education in Iporá - Goiás: State School Ariston Gomes da Silva and the
fulltime school, Centro de Ensino em Período Integral (CEPI) in Portuguese, Osório Raimundo de Lima, in
2017.The approach of the theme with regard to youth, is based on socio-historical and cultural perspective. High school is analyzed in the context of internal and external disputes in the economic, political and
educational fields, since these two realities bring in their essence conflicting designs and conceptions of
society in constant disputes. In order to respond to the initial questioning, it was sought to understand who
are the young people who go to high school in these two state education units, social origin, constituted
habitus, cultural capital, expectations and perspectives with regard to high school and how these schools
involve the young learners. The study suggested that the conception of teachers/education administrators of
both schools, regarding to youths, is anchored in the age criterion and transition phase, sometimes ignoring
their backgrounds and socio-cultural condition both in the elaboration of the formative proposals and in
taking actions. In this sense, the PPP, Political Pedagogical Project, is almost always a formal document that
reproduces what the board of education suggests to this stage of secondary education. This understanding of
youths, the non-recognition of the trajectories experienced by these young students in other formative
spaces, strict education and the difficulty of integrating technologies into the school daily life are factors
that contribute to generate conflicts and mutual blame among teachers/education administrators and young
people/students. Despite tensions, the students showed a high expectation regarding the transformative
potential of secondary education in life trajectories, including the possibility of social mobility. Thus, one of
the greatest challenges of this stage of education is to build a formative process that recognizes and
integrates, in the pedagogical proposal and in the daily actions, the experiences derived from the socio- cultural condition, the values, and the habitus, of the students/young people. Contributing, as a
consequence, to diversify and raise cultural capital and overcome the mere appropriation of elements of the
dominant culture.
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BARRETO, Maria Olinda. Juventudes e ensino médio: perspectivas formativas para o ensino médio em escolas públicas de Iporá, Goiás. 2019. 236 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.