Jovens e conselho de classe : um estudo de caso a partir da dimensão participativa no ensino médio integrado no IFRS - Campus Bento Gonçalves

Abstract

This research is linked to the History and Philosophy of Education research line of the Graduate Program in Education at the University of Caxias do Sul. Its theme is one of the school's daily assessment practices: the class council in Integrated High School (EMI). The class council is a space for reflection on the pedagogical process and, therefore, a formative and dialogical assessment moment. The general objective was to investigate how students' participation in the class council is constituted, in order to understand what meanings are attributed to it. The investigative path is outlined in the qualitative approach and requires that the lenses consider the research object based on a case study at the Bento Gonçalves Campus of the Federal Institute, as a space for the reverberation of student narratives. The construction of empirical data was mobilized by the adoption of the following instruments: online questionnaire, collective interview and focus group. The empirical corpus consists of young students enrolled (1st to 3rd year) in technical courses integrated into High School at the Bento Gonçalves Campus, aged between 15 and 19 years old. The resulting narratives were analyzed under the prism of discursive textual analysis (DTA) by Moraes and Galiazzi (2011). The theoretical contribution is mainly constituted by Dalben (1995, 2004), Rocha (1986), Hoffmann (2017), Luckesi (2001 and 2023), Vasconcellos (2003), Stecanela (2009, 2010, 2012 and 2016), Paro (2000, 2020, 2022), Lück (2010), Gohn (2011), Freire (1996), Dayrell and Carrano (2014) and Pais (2003). The research findings indicate that the class council, as experienced and perceived by EMI students, is one of the few spaces for dialogue about the pedagogical process at the Bento Gonçalves Campus. On the other hand, the participation of class representatives and vice representatives in the class council highlights them, where students occupy the stage by imposition, assuming the role of passive messengers, while the audience ? the staff ? acts as judges; all of this in a distant and hierarchical manner: the students on one side, the staff on the other. The students believe that the council could develop in other ways, such as, for example, through a discussion circle; or through a genuine face-to face conversation committed to teaching and learning, where relationships are strengthened through open dialogue and legitimate listening; a space where students truly have the possibility of constructing a more meaningful and formative assessment. It is important that the institution reflect on the intentions of student participation in the class council, in order to also consider which assessment process should permeate the pedagogical process. [resumo fornecido pelo autor]