A disciplina ‘Projeto de Vida’ na visão de alguns alunos do ensino médio da rede estadual paulista.
Data
2023-12-15
Autores
Silva, Evellyn Laporta Cavalcanti da 
Orientadores
Silva, José Alves da
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Pretendemos contribuir para a melhoria do conhecimento acerca do projeto de vida para jovens e adolescentes do ensino médio dentro do contexto escolar, espaço onde os alunos obrigatoriamente cursam a disciplina para discutirem e montarem seus projetos de vida. Para tanto, pretendemos responder à seguinte questão de investigação: em que a disciplina projeto de vida, oferecida nas escolas de educação básica da rede estadual paulista, pode contribuir para a educação de adolescentes na visão deles próprios? Adotamos como referencial teórico autores que propõem um conceito de vida que abarque uma variedade de dimensões da vida (sentido da vida, religiosidade, sexualidade, vida amorosa, vivência do lazer, papel do corpo, pertencimentos e ancestralidades), de modo a evitar a prevalência da mera escolha profissional. Para responder a esta questão, fizemos uma pesquisa qualitativa em educação como parte do Trabalho de Conclusão de Curso, com foco investigativo na terceira série do ensino médio. Os nossos principais instrumentos de pesquisa foram as entrevistas semiestruturadas com alunos da referida disciplina de uma escola pública da rede estadual paulista, na cidade de Diadema – SP. Os resultados da entrevista foram obtidos por meio da análise de conteúdo proposta por Bardin. Nossos resultados apontam para uma insatisfação dos alunos em relação à disciplina que, ora aparece apenas como preparatória para uma escolha de uma carreira aligeirada e sem aprofundamentos, ora aparece como inócua, dado que não são discutidos elementos realmente importantes para o projeto de vida, conforme os apontados pelos autores. Há o apontamento do despreparo dos professores em relação ao assunto. Há um caráter asséptico na discussão proposta que evita qualquer dimensão considerada mais espinhosa nas aulas. Nossos resultados podem ser importantes para o aumento do conhecimento a respeito de projeto de vida no contexto escolar não apenas para os alunos, mas também para os docentes que, em muitos casos, não apresentam preparo e/ou conhecimento prévio para tratar de um assunto tão complexo em sala de aula com seus alunos.
We intend to contribute to improving knowledge about the life project for young people and teenagers in high school within the school context, a space where students must take the subject to discuss and set up their life projects. To this end, we intend to answer the following research question: how can the life project subject, offered in basic education schools in the São Paulo state network, contribute to the education of adolescents from their own perspective? We adopted as a theoretical framework authors who propose a concept of life that encompasses a variety of dimensions of life (meaning of life, religiosity, sexuality, love life, leisure experience, role of the body, belongings and ancestries), in order to avoid the prevalence of mere professional choice. To answer this question, we carried out qualitative research in education as part of the Course Completion Work, with an investigative focus on the third year of high school. Our main research instruments were semi-structured interviews with students of the aforementioned subject at a public school in the São Paulo state network, in the city of Diadema – SP. The results of the interview were obtained through the content analysis proposed by Bardin. Our results point to students' dissatisfaction with the subject, which sometimes appears only as preparatory to choosing a quick and in-depth career, and sometimes appears as innocuous, given that elements that are really important for the life project are not discussed, as per those pointed out by the authors. There is an indication of the lack of preparation of teachers in relation to the subject. There is an aseptic character to the proposed discussion that avoids any dimension considered more thorny in classes. Our results can be important for increasing knowledge about life projects in the school context, not only for students, but also for teachers who, in many cases, do not have the preparation and/or prior knowledge to deal with such a subject. complex in the classroom with his students.
We intend to contribute to improving knowledge about the life project for young people and teenagers in high school within the school context, a space where students must take the subject to discuss and set up their life projects. To this end, we intend to answer the following research question: how can the life project subject, offered in basic education schools in the São Paulo state network, contribute to the education of adolescents from their own perspective? We adopted as a theoretical framework authors who propose a concept of life that encompasses a variety of dimensions of life (meaning of life, religiosity, sexuality, love life, leisure experience, role of the body, belongings and ancestries), in order to avoid the prevalence of mere professional choice. To answer this question, we carried out qualitative research in education as part of the Course Completion Work, with an investigative focus on the third year of high school. Our main research instruments were semi-structured interviews with students of the aforementioned subject at a public school in the São Paulo state network, in the city of Diadema – SP. The results of the interview were obtained through the content analysis proposed by Bardin. Our results point to students' dissatisfaction with the subject, which sometimes appears only as preparatory to choosing a quick and in-depth career, and sometimes appears as innocuous, given that elements that are really important for the life project are not discussed, as per those pointed out by the authors. There is an indication of the lack of preparation of teachers in relation to the subject. There is an aseptic character to the proposed discussion that avoids any dimension considered more thorny in classes. Our results can be important for increasing knowledge about life projects in the school context, not only for students, but also for teachers who, in many cases, do not have the preparation and/or prior knowledge to deal with such a subject. complex in the classroom with his students.