Jovens e escola justa: o cotidiano nos cursos técnicos integrados ao Ensino Médio (IFRS Campus Caxias do Sul/ RS)

Abstract

This dissertation had as object of study the everyday life of the youth in the Technical Courses Integrated to High School, at IFRS Campus Caxias do Sul and the realization of the right to the education, starting from the concept of fair school, proposed by Fraçois Dubet. The main objective of this research consists on analyze juvenile trajectories who exists on Technician Courses Integrated to the High School bonded to the right of education from the perspective of a fair school. The mapping of different youth trajectories was sought to identify how young people experience the realization of the right to education and how the relations between their youth trajectories and the realization of the right to education are established. The theoretical basis for this study starts from contributions of authors such as Pais (1999; 2001; 2002; 2003), Stecanela (2002; 2009; 2010; 2013; 2016; 2018), Dayrell (2001; 2002; 2003; 2007; 2014), Carrano (2000; 2002; 2003; 2014), Sposito (1996; 2014; 2018), Silva (2013; 2015); Cury (2002; 2011), Dias (2007), Dubet (2001; 2003; 2004; 2008), Valle (2013), Schilling (2013; 2016) and others. The methodological anchor was based on sociology of everyday life, from Pais (2002) using the map Emic-Ritmico, a graphical tool where young people describe their life and the school life. From the maps, the juvenile narratives appeared, which were analyzed by the Discursive Textual Analysis of Moraes and Galiazzi (2007; 2011). From the process of deciphering the narratives, came five main thematic categories: The entry into the Integrated Technician to High School - A process of readjustment of the ways of being a student; Entering the competition- The rules of the game; Centrality of the school and the absence of "do nothing time"; Sociability and interpersonal relationships; and Possibilities of significance of the juvenile condition in the school. The results of the research showed that there are mechanisms that can be considered unfair in the everyday life of the Technician Courses Integrated to the High School. Among them, the most outstanding are the individual performances legitimized by the students, culminating in adequacy and readjustment of the ways of being a student and the limitation of the "do nothing time”, in order to adapt to the meritocratic school culture. However, there are many aspects that bring the institution closer to a fair school, such as access to assets and the world of work and the development of the capacity to dominate one's own lives. In addition, students demonstrate how the institution's potential is socio-cultural diversity, the sociabilities developed from the school, the quality of education and the dialogical relations they establish. Even if young people from the Technical Courses Integrated to High School of the IFRS Campus Caxias do Sul talk about the idea of youth as a passage, there is evidence of a youth who wants to "be more" (FREIRE, 1996). They need space for the development of its autonomy, assuming a critical and autonomous position in front of itself and in front of its reality. The juvenile narratives indicate the demand for a more humanized school, which encourages reflection through dialogue.