Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Chacon, Jerry Adriano Villanova
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| Orientador(a): |
Casali, Alipio
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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/24517
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Resumo: |
Adolescences have been the subject of many discussions, especially when the focus is on responsibility and maturity in the educational and social contexts. Sometimes, there are speeches about this group not having autonomy and, even less, critical attitudes; on the other hand, there is a constant denial of the adolescents' autonomy practices, because they are considered incapable of such constructions. There is a real challenge that affects adolescences-youths: how to develop and experience autonomy practices at school? This thesis pursues this provocative challenge and dialogues with the school occupation movements to elucidate the issue. It is presented, as a hypothesis, that the students who occupied schools between 2015 and 2016 in the state of São Paulo developed, from the collective sense and the horizontal way of managing the occupations, a criticism of the curriculum and, thus, developed the experience of a curriculum more adapted to their realities and existences, that is, experiences of training youth autonomy in high school. Autonomy becomes the key to the reading of this process, because the problem in education that justifies the research proposed by this project is the difficulty of the collective formation of autonomous students in public high school. This research identifies, recognizes and seeks to emphasize the experiences of youth autonomy in high school lived by now former students during the processes of schools' occupation in the state of São Paulo. This is a bibliographical and field research, with application of electronic questionnaires to former students who occupied schools between 2015 and 2016. The methodology for data collection was via a virtual form, based on the Likert Scale, with content analysis guided by Bardin (1995). The theoretical framework for the analysis of the problem goes through: Apple (2001b, 2006) in a key of a critical curriculum and a democratic school; Dussel (2002) and Freire (2016) in the aspects of ethics and autonomy as valorization and affirmation of the victim in search of "being more", that is characterized as autonomy; Agamben (2007; 2010) in the concept of bare/sacred life and use of bodies as desecration - the occupations as an act of desecration.With this thesis, we reached the following results related to our hypothesis: 1. the school occupations were an example of collective living and experience of autonomy by the students; 2. the curriculum was not left aside in the occupations: on the contrary, the occupation experience became the very substance of the curriculum, which proved to be dynamic and the result of students' critical demands; 3. the occupations left significant marks and memories in the formation of the subjects involved, promoting the perspective of resistance and militancy |
