Banca de DEFESA: LILIAN BARBARA CAVALCANTI CARDOSO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LILIAN BARBARA CAVALCANTI CARDOSO
DATE: 28/02/2023
TIME: 09:00
LOCAL: CEDU
TITLE:

THE LIFE AND THE SCHOOL IN THE BIOGRAPHICAL NARRATIVES OF YOUNG EXCESSES FROM A HIGH SCHOOL OF THE ALAGUAYO PROGRAM OF INTEGRAL EDUCATION (pALei)

KEY WORDS:

Youth. Biographical research in education; relationship with knowledge.

PAGES: 1250
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação em Periferias Urbanas
SUMMARY:

This thesis aimed to understand the impacts of the formation of a middle school governed by the Programa Alagoano de Ensino Integral - pALei on the 'configurations of the self', of a group of young former students, expressed through biographical narratives. The PALei Program is an anticipation of such conception of training for young people in the High School that is consolidated with the 2017 "Reform".  Thus, the object of the research is about the meanings that young people attribute to the experiences in a middle school in a specific context, in relation to a program created with the justification to remedy the difficulties of young people in relation to the pressures suffered to define their future perspectives. This discussion is part of the educational field, both because of the studies on youth in high school in recent decades, which point to the existence of conflicts among students related to the "mismatch" that occurs between these subjects' expectations for training and future (self-imposed project) and the training project provided by the school, and also because of the current debates around public policies for high school in Brazil, which culminated with the "Reform" of 2017, undertaken with private partnerships, with the justification of solving the problems surrounding this stage of Basic Education. The "reformulation" of the MS is linked to the conception that this stage should be a political priority for training the young workforce, and therefore, has as one of its purposes the basic preparation for work, aligned to the neoliberal economic dynamics, which dictate an ideal of schooling based on the Pedagogy of Competencies, whose training proposal subjects individuals to an individual accountability for success or not in the professional career and consequently, in life as a whole. Following this logic, the ME would be, thus, a potential instrument to provoke an "existential crisis" in young people, due to the pressure they receive when they are forced to think about "what they will do with their lives", within a range of options dictated by the system as standard. The Programa Alagoas de Ensino Integral - pALei is based on these assumptions. Its guidelines focus on the areas of Portuguese Language and Mathematics, with emphasis on learning considered useful for young people, according to their social conditions, from the orientation in a perspective individualized by the life project and focused on entrepreneurship, considered as capable of contributing to a socio-emotional support. Such guidelines disregard the socioeconomic conditions of the young people, the need for investment in schools, in the work of teaching professionals, and the need for more in-depth training of these young people. Given these considerations, the research conducted seeking to answer the following question: what do the biographical narratives of young egresses from a high school in pALei say about their school experiences that impacted the configurations of themselves, that is, for the meanings apprehended to explain about who they are. This paper aims to contribute to reflection on the possible effects generated by the reformist discourses of the MS on full-time Comprehensive Education, youth protagonism and life project, from the analysis of the impacts of training of pALei for a group of young people, which is a program created by the Secretariat of Education of the State of Alagoas (SEDUC-AL) and that has been effecting, in practice, these discourses since 2015.  In this vein, the theoretical assumptions that guided this research are supported by Christine Delory-Momberger's Biographical Research in Education and Bernard Charlot's Theory of the Relationship with Knowledge. The methodological path of data collection and interpretative analysis was based on Objective Hermeneutics and developed in four phases: 1) the survey of official documents, norms, and legislations that support educational policies for youth and pALei; 2) the documental analysis of official documents of ME at national and state levels; 3) the creation of biographical materials by the youth: writing a letter, individual narrative interviews, following a script of narrative incitations; 4) analysis of the narratives and letters. The results of this thesis point to the mismatch between the lives of the young people and the proposal of the pALei school. It was identified that, years after finishing high school, the former students demonstrated in their narratives the existence of a conflict expressed in "not knowing what to do with their lives”. This is an indication that the reformist speeches, without the concrete conditions of formation so that these young people can have a repertoire of possible paths, will not produce the effect deposited in programs considered "innovative"; however, centered in the development of individual competencies, and not in the students' project of self. In this sense, it is necessary that the educational public policies for this stage be linked to strategies that contemplate the real social, economic and cultural needs of the youth and not only seek to meet the training demands dictated by the labor market in an excluding society.

BANKING MEMBERS:
Presidente - 1646580 - ROSEMEIRE REIS DA SILVA
Interno(a) - 1259499 - GIVANILDO DA SILVA
Interno(a) - 2217140 - VALÉRIA CAMPOS CAVALCANTE
Externo(a) à Instituição - MARIA CELESTE REIS FERNANDES DE SOUZA
Externo(a) à Instituição - ROSEANE MARIA DE AMORIM - UFPB