Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Santos, Tarcisa Silva Monteiro dos
 |
| Orientador(a): |
Iriart, Mirela Figueiredo Santos
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Educação
|
| Departamento: |
DEPARTAMENTO 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: |
http://tede2.uefs.br:8080/handle/tede/1416
|
Resumo: |
This study aims to understand the relationship between the meanings attributed to school and the construction of life projects among young people in public secondary education, in a state school in the city of Feira de Santana. It appears that studies on youth and secondary education have gained significant notoriety in academic research in recent decades, but most studies are circumscribed within the concern with meeting technical/cognitive school requirements (pass/fail, dropout/continuity, series/age distortion). Based on the studies of Juarez Dayrell (2001; 2003; 2007; 2013; 2014), Paulo Carrano (2011; 2014), Marília Sposito (1997; 2005), Setton (2005; 2009) and Dubet (1997; 1998; 2006) this research proposes to look at the experiences of young people and their strategies in the development of life projects guided by their experiences in high school and permeated by their youth condition. For this purpose, we rely on the production of quantitative and qualitative data through a questionnaire applied to 79 students and semi-structured interviews to 4 students (two males and two females) from the second year of high school, through the WhatsApp application. These young people are motivated to stay in school, despite difficulties, when some indicators of social vulnerability are analyzed. They build projections, anchored in the belief of the school's legitimacy in acquiring resources and skills to design their life projects with a view to upward social mobility. The perception of short and medium range strategies was rarely mentioned by them, despite using imaginative resources to project themselves into the future time. The analysis carried out here can serve to reflect on the school context, especially high school, in its socializing potential, whose educational practices need to take into account the diversity of realities of its audience, and the meanings produced by young people about the school relationship. with their life projects. |
