“Bagulho do pensamento” : a relação com o saber de jovens estudantes do ensino médio

• Ano de defesa: 2017
• Autor(a) principal: Correa, Juliana Cristina
• Orientador(a): Freitas, Denise de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Relação com o saber; Ensino médio; Jovens estudantes; Reorganização escolar; Processo de ensino e aprendizagem
• Palavras-chave em Inglês: Relationship with knowledge; High school; Young students; School reorganization; Teaching and learning process
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/9549

This work has as theoretical base the proposition "relation with the knowledge" of Bernard Charlot and as pillar, reflections on the process of teaching and learning. The objective is to understand the relationships established between young high school students and school knowledge in a context of student occupation against the School Reorganization proposed by the government of the state of São Paulo in the second half of 2015. For this purpose, young people were invited to participate Students (girls and boys) from schools that were occupied in the city of São Carlos-SP, with ages between 15 and 17 years. The research has a qualitative methodological approach and seeks to understand the discourse of the participants through two main instruments of data collection: "balance of knowledge" and semi-structured interview. The obtained results bring to the understanding and characterization of the relations established with the scholarly knowledge of the young people interviewed, who pass through the school space, the socialization, the political vision they express, the community, the family, the teacherstudent relationship and also the relationship School-student management when we consider their social relations with knowledge. It also pervades aspects of personal taste, the future expectation and the self-image that they make of themselves, when we consider their relations to identity with knowledge. And they also go through pedagogical aspects, through the activity of the subject and through learning when we consider their epistemic relations with knowledge. Finally, we conclude also the theoretical and methodological potential that the theoretical proposition offers, giving conditions for discussions and improvement regarding the teaching and learning processes.