Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Carbogim, Rodrigo Lopes
 |
| Orientador(a): |
Ponce, Branca Jurema
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| 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: Currículo
|
| 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://repositorio.pucsp.br/jspui/handle/handle/23863
|
Resumo: |
In essence, youths have a potential for representations and perspectives that naturally transcends the everyday relationships experienced by most individuals. As it is marked by the diversity of conditions, identities, and relationships, youths are characterized beyond mere age typification’s or even by their role in the face of the expected social standards. The young way of being is unique, and it occurs through the manifestation of their worldviews. The youths are not limited to something socially conditioned but based on the possibilities that allow us to call them Youths. They are the base for this master’s Thesis analysis: urban youths aged 15 to 17 who attend the Brazilian public education system and often find themselves in conflict with the tension between the school curriculum and the individuals. Thus, out of the available academic literature, we aim to point out some possibilities for overcoming the conflicting relationships that generate curricular violence among youths (GIOVEDI, 2012). As a methodology, our research started with a literature review, in which were selected the publications that best converged on the pre-established criteria. Guiding the reflection through the reference authors: Abramovay (2002, 2005, 2013, 2015); Arroyo (2013, 2014); Bauman (2005, 2013); Boff (2002); Carrano (2000); Charlot (2002); Dayrell (2003, 2007) Dayrell, Carrano and Maia (2014); Freire (2011); Giovedi (2012, 2013); Goodson (2007); Ponce (2009, 2018); Ponce e Neri (2015, 2017); Ponce e Araujo (2019); Gimeno Sacristán (2011, 2013, 2017); In Curricular Violence that the youth potential loses significance and ends up becoming a void of meaning concerning learning and their school development. However, our analysis and reflection visualize that Curriculum Justice offers the possibility of a change of paradigm and mentality toward a possible stimulation and re-meaning of embracing, dialogue, and listening to the Youths |
