Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Nicolas Brandão Moreira da
 |
| Orientador(a): |
Giovinazzo Júnior, Carlos Antonio |
| 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: História, Política, Sociedade
|
| 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/23548
|
Resumo: |
The object of this research focuses on student accounts of the organization established within occupied schools, and the very experience of occupation, in the student-led movement that became known as "Primavera Secundarista," in which students of different Brazilian states occupied their public schools between 2015 and 2016, in response to actions taken by the State and backed by the mainstream media. The primary sources were selected from what the students posted on the Web, in particular, videos and video documentaries produced by them. The accounts were produced in the states of São Paulo and Paraná, whose students posted more content on the Web. In São Paulo, we had a “school reorganization,” proposed by then governor Geraldo Alckmin, which triggered student revolt. However, several other issues, such as secondary school reform and the Constitutional Amendment Proposal (PEC 55 or 241), which restricted public spending by setting a budget ceiling, fueled student revolt at a national level, with a huge repercussion in the state of Paraná. The research portrays the activity of the occupations according to the secondary school students themselves and their description of the experience of organizing their schools. The prevalence of horizontal organization was identified with the decisions taken in assemblies within and between schools. There was ample communication between the occupied schools and the recording of accounts, as well as images, of the occupations as an initiative to communicate in an alternative way with society. The secondary school students report their expectations and educational demands––of improvement and democratic expansion of the public school system––among other aspects. Through content analysis of student accounts (recorded or written), posters (of occupations and manifestations), list of demands, etc., the research aimed to identify, describe and analyze the following: 1. The meanings attributed by students to the organization of occupied schools and; 2. The meanings attributed to their experience, including the changes in consciousness and subjectivity expressed by them. From the analysis of the selected content, what became evident, among other factors, were the students' rejection of their school's overly passive and homogenizing character and their demand for a greater involvement in their learning process |
