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

Detalhes bibliográficos
Ano de defesa: 2021
Autor(a) principal: Silva, Damaris Daiane Dias da
Orientador(a): Martins, Marcos Francisco lattes
Banca de defesa: Não Informado pela instituição
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
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14140
Resumo: 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.