Jovens e ensino médio em tempo integral: sentidos atribuídos ao macrocomponente curricular núcleo articulador

Abstract

This thesis, constructed and defended with the Postgraduate Program of the University of Caxias do Sul (UCS), had as its object of investigation the Full-Time High School Program (EMTI), a policy that changed the workload and curricular organization from high school. Therefore, the research problem that guided this study had the following formulation: What meanings do young full-time high school students attribute to the Macrocomponent Curricular Articulator Nucleus (MCNA)? And the general objective was to understand the meanings attributed by young students to MCNA composed of: Life Project (PV), Research Project (PP), Intervention Project (PI) and Oriented Studies (EO). to: contextualize Brazilian Public Policies on Secondary Education and the relationship with youth regarding the main reforms and legislation on Secondary Education; understand the aspects that involve the concreteness of the young students who make up the EMTI, of the study, that is: who they are, how they live their daily lives, their times and spaces of life, the relationships between the singularities of their lives and the MCNA; analyze the concepts that underlie Full-Time Secondary Education (EMTI) in Santa Catarina and the EMTI systematization notebooks based on the theoretical assumptions of the relations with knowledge; identify, based on the narratives of young students in the course and belonging to the two graduating classes (research subjects), the meanings mobilized through the vivid experience within the scope of MCNA in their life path. The theoretical framework included the productions, among others, by Charlot; Pais; Stecanela and Freire, respectively the themes of the relations with knowledge, everyday sociology, youth everyday life and Freire's dialogical guidelines. The research was developed in four phases: the first mapped the state of knowledge about the contextualization of High School to the research field; the second included a documentary analysis about the school; the third phase involved the holding of two Focus Groups and Narrative Interviews totaling thirty-one young people; the fourth phase involved the impregnation process oriented towards Discursive Textual Analysis (ATD), in the unitarization of the narratives produced by the research subjects and categorization of the research corpus. It is believed that the MCNA structure presents countless possibilities in the student training processes, as it welcomes different youth, minimizing social exclusion, enabling them to complete Basic Education. Among the results, there is the thesis that the meanings attributed to young students in MCNA cannot be understood in isolation, since they live and constitute their youth according to their understanding of themselves and the world, from the perspective of relations with knowledge, largely in the school space, and from teaching mediation. [resumo fornecido pelo autor]