A formação para a cidadania no ensino médio estadual paulista no contexto pós-LDB

• Ano de defesa: 2021
• Autor(a) principal: Silva, Damaris Daiane Dias da
• Orientador(a): Martins, Marcos Francisco
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Educação; Cidadania; Ensino médio; Education; Citizenship; High school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14140

the present research, entitled “The background for the citizenship in the State secondary school in São Paulo in the post LDB context”, aims to identify and analyze the type of citizen which have been formed in public secondary schools of São Paulo State. Aware of the problems involving the multiplicity of concepts of citizenship, the research has as the issue getting to know about the effective background for the exercise of citizenship and how it interferes, if that is what happens, in daily actions of the learners. Methodologically, the types of research employed were bibliographical, documentary and field search, with qualitative approach. Among the main theoretical references employed in the study, the most outstanding authors considered classics when it comes to discussions about citizenship, such as Aristotle (2001) and Marshall (1967), and some contemporary academics, such as Severino (1994), Saviani (1976), Ferreira (1993) and Martins (2019). The textual structure starts with the conceptualization of the multivocal term citizenship, its historical origin and concepts in different contexts, that is followed by the analysis about how the phenomenon is presented in the official education documents, national and from São Paulo State, to comprehend how the scholar education of the young people from São Paulo understands and works for the citizen background. In summary, the conclusion points out that the citizenship present in the guiding materials of teaching practice has been nearing of a liberal concept which associates to the knowledge and access to the citizen’s rights and duties formally established and, despite being always related to a positive dimension of the human relationship, it’s marked by the lack of consensus, generalities and abstractions. In addition, studies on the most recent norms have also shown that the current interferences of neoliberal logic in education, have advanced in the sense of submitting the citizen practice to be forged by schools as a market necessity.