Projeto de vida no ensino médio : entre orientação dos estudantes e/ou educação instrumentalizadora – percepções em uma escola pública estadual de São Mateus/ES
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Data
2024-12-20
Autores
Barbosa, Márcia Muricí Redivo
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Universidade Federal do Espírito Santo
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This dissertation is the result of months of in-depth exploration into the education system of the Espírito Santo state network. Linked to the Graduate Program in Teaching in Basic Education at the Centro Universitário do Norte do Estado do Espírito Santo (CEUNES-UFES), it investigated the inclusion of the curricular component “Life Project” in a public high school in the municipality of São Mateus, Espírito Santo. To achieve the proposed objectives, we used theoretical references from studies by Jan Masschelein and Maarten Simons (2022), Jacques Rancière (2010), Paulo Freire (2022), Hannah Arendt (2007), Michel de Certeau (2014), Gert Biesta (2021), among others. During the development of this research, we employed the concept of “Life Project” based on Damon (2009), as well as other authors addressing the concept, such as Nascimento (2013), Araújo, Arantes, and Pinheiro (2020), and Sessarego (2017). This qualitative study explores how the “Life Projetc” component, introduced in high school education, is configured in classroom practices at a public high school, alongside impressions gathered by the researcher in the school environment and through conversations with students and teachers. Throughout the research process, reflections were conducted on the “Life Project” curricular component and its use by students and professionals, culminating in the application of planned methodological strategies, involving both students and teachers, followed by analysis. We concluded that, even after the enactment of Law n.º 14.945/2024 (Brazil, 2024), “Life Project” remains part of the curricular frameworks of public schools in Espírito Santo. However, its implementation has been subject to complaints from both teachers and students. Therefore, it is essential to evaluate this component to verify whether it is fostering changes in teachers' perceptions of students, while also promoting self-awareness, individual growth, and collective development among students. The conclusion of this study emphasizes the importance of considering young people and their circumstances when deciding whether or not to include “Life Project” in the school curriculum. This analysis should account for individual and collective demands that impact youth development and the challenges they face
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Projeto de Vida
, Ensino Médio , Escola , Políticas Públicas , Educação , Life Project , High School , School , Public Policies , Education