Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Kawanami, Carla Cristina
 |
| Orientador(a): |
Bock, Ana Mercês Bahia |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22607
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Resumo: |
To understand the suffering reported by federal university high school students, we seek in this work to give visibility to the significations and meanings that they constitute about their schooling process, contributing to an expanded understanding of the symptoms, avoiding an individualizing and pathological perspective. Based on sociohistorical psychology, the reports were obtained through conversation groups with students from the 1st and 3rd year of the full-time high school, using a script to discuss the reasons for joining, experiences in permanence and projects for the future elaborated. The analysis was carried out through the nuclei of meaning’s formation, based on the categories of historical and dialectical materialism. We obtain the perception of investment in a "quality" high school, which would be a guarantee for a promising future, preferably in careers considered as traditional. Suffering seems to be related to this pressure because it corresponds to the expectations, familiar and proper, that has the school averages and the success in the vestibular as final products; a result that, to be achieved, should prioritize studies to the detriment of health and social relations. Thus, the 3rd year students mean the experience in full-time high school as a teaching-learning process not only technicist but also provided subsidies for the expansion of critical awareness, reaffirming the contradiction of the school space. Technical training is recognized as a differential, which makes them escape the fate of being "more of the same". The effort is closely linked to individual merit; not following the rhythm means some "defect of character" (laziness, grudge, freeloading) or little dedication. In this way, the processes of exclusion caused by the institution's structure or by the policies and conditions of access and permanence continue to act quietly, reproducing the conditions that keep society unequal and that results in the reported suffering |
