A relação entre a experiência do vivido e o processo de construção das representações dos jovens de ensino médio hoje

• Ano de defesa: 2018
• Autor(a) principal: Lins, Maria Cecilia de Almeida e Silva Estellita
• Orientador(a): Sousa, Clarilza Prado de
• 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 Inglês: Representações Sociais; Subjetividade; Estudantes do ensino médio - Atitudes; Social representations; Subjectivity; High school students - Attitudes
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/21505

This work aimed to verify how the lived experience in an educational space, the Pró-Saber SP Institute, contributes to the construction of a process of subjectivation rooted in the critical awareness of oneself and the world. This research was carried out from the perspective of the psychology of education in light of the Social Representations phenomenon (MOSCOVICI, 1978). The study was carried out with high school youngsters of public State Schools located in a community in the city of São Paulo. Initially, a survey of the school’s challenges in this stage of conceptualizing the young person who attends it was made. Then, questions related to the specificities of nocturnal high school attendance were pointed out. The chosen methodology was participant observation in a State School of the community and the accomplishment of distinct focus groups: A) with young people who partake in the Pró-Saber SP Institute experience; and B) with young people who do not partake in this experience. The discussions in the focus groups were observed by the researcher in scenes from the school routine during the examined period. The data found were categorized into four axes of meaning: empathy, complexity in the analysis of reality, feelings and emotions towards the problematic and signs of protagonism. It was identified that the group partaking in the Pró-Saber SP Institute experience differs in the construction of these axes when compared to the group of those who do not partake. The results show that there is little space in school today for the youth to awaken the awareness of their rights