Juventudes do século XXI e o cotidiano do ensino médio no Rio Grande do Sul: por entre as dobras do Seminário Integrado

Abstract

This thesis joins the field of investigation about the relationship between youth and school, as well as to the educational policy that modified the curricular organization of High School in Rio Grande do Sul state, stimulating a pedagogical practice guided by the use of research in schools as an educating principle. The primary focus of the investigation involves a study about the research experiences in school present on the youth and school experience of high school students of a region of Rio Grande do Sul state. The problematizations of this study have as focus, by means of theoretical interlocution with Paulo Freire, the observation of the movement that starts on the naïve curiosity, move to critical curiosity and questions the evidences of a possible approach to epistemological curiosity, aimed to analyze the contributions of the presence of educational research on daily school, made possible by the Integrated Seminar. During the weaving of this investigation, I defend the thesis that the Integrated Seminar is an opportunity to cope with the senses crisis that assaults High School, as well as an alternative to connect the youth experiences with school experiences, because it creates a close articulation between High School routine and life contexts of the youths that are part of it. The investigative routes taken followed methodological trails oriented by the trajectory that supported the unveiling of Polytechnic High School reality, in addition to describing the traveled paths, involving the building stops and data analysis. For construction, the itinerary contemplated exploratory studies, semi-structured interviews and Focal Groups. Data processing was performed through Statistical Package for the Social Sciences – SPSS and Discursive Textual Analysis, keeping sociology of daily life and eye slipping as the permanent way of capture and processing of built data. The main theoretical contributions selected to support theoretically and methodologically the investigative routes, inspire the descriptions, ground the interpretations and musings are based on John Dewey, François Dubet, Paulo Freire, José Machado Pais, Juarez Dayrell, Nilda Stecanela, Marilia Sposito, Paulo Carrano and Elisete M. Tomazetti, among other theoretical immersions. Five categories emerged from the young students narratives: This is school! This is it and nothing else. This is it, period.; Since we were little we are teached to go, go, go and never ask stuff!; “Between past and future: the now and the new horizons”; “School as a lab for daily life: a moving workshop, between regulations and de(regulations)”; “Integrated Seminar and the research in school: a passage portal”. Some analyzed landscapes show that school research happened in a way that allowed most young students, from their knowledge of practical experience, spontaneous curiosity, overcame naivety. This knowledge triad movement allowed to transition within the gnosiological cycle towards knowledge reconstruction. It allowed, thus, the overcoming of naivety and “pure opinion” by giving young students distance from alienation.