Primavera secundarista : engajamento estudantil nas ocupações de Vitória-ES em 2016

• Ano de defesa: 2018
• Autor(a) principal: Real, Danielly da Costa Vila
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ciências Sociais; UFES; Programa de Pós-Graduação em Ciências Sociais
• Palavras-chave em Português: Engajamento secundarista; Padrão organizacional; Padrão relacional; Movimentos sociais - Vitória (ES); Participação política; Política social; Estudantes do ensino médio; Sociologia; 316
• Link de acesso: http://repositorio.ufes.br/handle/10/9906

We sought to characterize secondary education in Vitória - ES during the event titled by the students as Primavera Secundarista in 2016, anchoring this characterization in two dimensions: (1) organizational patterns (observing their repertoires of organization, action and performances) and (2) the relational patterns (analyzing the relations between individual and spheres of life, where they are politically literate, and how this knowledge drives the constitution of a militant identity). The first category classifies it as formalized or nonformalized, and the second as institutionalized or extra-institutional. Before the characterization of engagement, this work observes the subject that gives life to this object: the engaged secondary youths. We use youth in the plural because there are different ways of being young according to their living conditions and there are different opportunities of engagement for the young person who attends school. We choose the term engagement even if they do not have ongoing links with institutions, because that is how they log on, not as punctual activists. In a historical context permeated by controversies such as the Law Project 867/2015 entitled "School without Party", the Provisional Measure 746/2016 on the reform of High School and the Proposal for Constitutional Amendment 55 instituting ceilings for public spending, is that the actions in which we made simple observations and questionnaires in seven occupied schools, participant observation in two other street acts, ten individual in-depth interviews and a focus group applied to the students of two schools selected for a study of cases compared to presented different organizational and relational profiles.