Direitos de jovens na escola de tempo integral : tensões e perspectivas em narrativas de estudantes de ensino médio

• Ano de defesa: 2018
• Autor(a) principal: Marques, Danielle Araújo Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Juventude; Direitos de participação na escola; Educação; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Youth; Participation rights at school; Education
• Link de acesso: http://ri.ufmt.br/handle/1/2965

The implementation of the rights of participation, freedom and respect of children and young people in school contexts still faces several difficulties. The representation of children and young people as incomplete, incompetent and vulnerable human beings and the prevalence of the idea of a "rational individual" that only constitutes oneself when it reaches adulthood, contributed to the disqualification of these individuals as thinking and political beings. The present research, integrated to the Research Group on Childhood, Youth and Contemporary Culture - GEIJC / UFMT, aimed to analyze narratives of young students about their experiences and perceptions of how the participation, freedom and respect rights are experienced in the context of a full-day high school. We utilized the Sociology of Childhood as theoretical contribution, understanding the children and young people as a subordinate social category that suffers impacts over a social structure marked by inequalities of gender, class, racial and age. We chose to use the intervention research in a qualitative approach by conducting interviews and conversations with young people who attend the 10th grade in a full-day state public school in the city of Rondonópolis-MT. The analyzes of the narratives are structured in three axes, which, although presented separately, dialogue with one another and converge in the attempt to reflect on the object of the research. In general, we observed the tensions that permeate the model of full-day high school, as well as the contradictions in students' discourses regarding the role of the school and the teaching function. The analysis developed in the third axis indicate that young people perceive in a restricted way the participation in the decisions related to the teaching and learning activities developed in the school, pointing out possibilities of choice only in regard to the "elective" disciplines that compose the new high school curriculum. Participation and "youth protagonism" in discourses related to the reform of secondary education seem therefore to be restricted to the "choices" related to these disciplines, not occurring in relation to the other activities or to the norms and rules of the institution, whose decisions remain reserved for adults. Although they evaluate that it would be important to participate in these processes, the students point out, however, a discredit in relation to the commitment of everyone, including the peers themselves, in the accomplishment of these possible actions or in the collective organization of the young people, which seemed to us a reproduction of the speeches which pejoratively represent youth in society. Still, such participation may seem to be an unusual possibility for them, as they have little or no opportunity to participate in political processes, either in or out of school. This situation denotes how young people are disqualified as thinking subjects and able to participate as relevant social and political actors in this context, which indicates the need for a permanent discussion of the extent of the rights guaranteed to them, especially those of participation, as well as the effective establishment of channels of participation, in addition to what appears to be widespread in current reformist discourses.