Entre finalidades, aspirações e a experiência: o ensino médio e os seus sujeitos
Arquivos
Data
2015-12-09
Autores
Araujo, Alexandre Weingrill 
Orientadores
Novaes, Luiz Carlos
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho discute a questão da identidade do ensino médio no Brasil, que se afigura como
questão pressurosa na atualidade, tendo em vista a promulgação da Lei nº 12.796, de 2013,
que na prática tornou tal nível obrigatório para os adolescentes brasileiros. Nesse sentido, a
pesquisa procurou conhecer as concepções de ensino médio por parte de um grupo de
professores, alunos e gestores. Para melhor contextualizar as concepções dos sujeitos de
pesquisa foi feito um panorama das principais políticas educativas e das discussões que
revolvem em torno de tal nível, sobretudo a partir de 1996, quando foi promulgada a Lei de
Diretrizes e Bases em vigor. O embasamento teórico para a realização deste trabalho vem,
principalmente, das formulações teóricas de François Dubet para ação social e de Antonio
Cândido para a compreensão da cultura escolar. Foram selecionadas duas escolas da rede
estadual paulista no município de Suzano, em São Paulo, com perfis socioeconômicos
distintos, sendo que uma possui perfil típico de escolas periféricas dos grandes centros
urbanos, com público com limitações socioeconômicas, e a outra se situa na região central da
cidade e possui perfil mais heterogêneo, comportando alunos de diversos estratos sociais.
Desse modo, por meio de incursões nestas duas escolas, foram feitas observações de campo
em diferentes ambientes, como salas de aula, sala dos professores e o pátio. Além disso,
foram aplicados questionários a duas turmas do segundo ano no período da manhã,
procurando conhecer as condições socioeconômicas bem como hábitos de lazer, as opiniões
sobre a escola e as aspirações para o futuro dos estudantes. Aliadas às observações de campo
e aos questionários, também foram realizadas entrevistas com alunos, professores e gestores.
O intuito foi saber que concepções e expectativas esses sujeitos têm em relação à etapa final
da educação básica e como estas se reconfiguram frente às limitações impostas no cotidiano
escolar. A pesquisa buscou também conhecer as propostas que os sujeitos entrevistados fazem
para tal nível. Este trabalho concluiu que os sujeitos escolares atribuem importante potência
formativa à escola de ensino médio, tanto no âmbito da preparação para o mercado de
trabalho, quanto para a preparação para a vida em sociedade e a construção de cidadania, mas
que essa potência não se realiza. Os motivos apontados para isso foram as deficiências dos
níveis escolares anteriores, a política da progressão continuada, a falta de presença da família
no ambiente escolar, o desinteresse dos jovens pela escola, a falta de espaços adequados, a
monotonia da vida escolar e a ausência de atividades diversificadas, a falta de escuta por parte
dos profissionais da escola, a falta de unidade e comprometimento do corpo profissional da
escola e a distância entre os órgãos definidores das políticas educacionais e a unidade escolar.
The present work aims at discussing the identity of the high school level in Brazil, a very important issue especially after the promulgation of the law number 12.796, of 2013, which made this school level obligatory for all Brazilian teenagers. Thus this research endeavored to know the conceptions of the high school of a group of students, teachers and school managers. To better contextualize the conceptions of the subjects of the high school I make an overview of the governmental policies for this level, especially after 1996 when the current national curriculum guidelines were stablished. The theoretical basis for this work comes mostly from the theoretical formulations of François Dubet for social action and from Antonio Candido related to the study of the school culture. Two state-run schools with different socialeconomical profiles in the city of Suzano were chosen as the places of the research. One of them is situated in the outskirts of the city with the typical student profile from poor metropolitan areas and the other is situated in the center of the city, with more heterogeneous students’ profiles. Thus, I made fieldwork incursions in both places and observed several situations of the school routine in environments such as the classrooms, the teachers’ room and the recreation area for the students. Questionnaires were applied to two classes of the second high school year in both places to determine their social-economical background as well as their leisure habits, their opinions about the school and their goals for the future. Besides that, a group of students, teachers and school managers from both places were interviewed. The goal was to know the expectations these subjects bring in regard to the high school, how these expectations change in the face of the difficulties of the school routine and what proposals for the high school level they make. This work concluded that the teachers, students and school managers attribute an important formative role to the school, which is not fulfilled due to its deficiencies. The deficiencies pointed by the school subjects were the insufficiency of the previous levels and the promotion to the following grade of students who did not reach the minimum level of knowledge required, the lack of interest for the school by both the students and their families, the absence of adequate spaces in school for the development of new teaching methodologies, the monotony of school life for the teenagers, the lack of dialogue and unity in the school staff and the distance between the governmental bodies in which educational policies are defined and the school.
The present work aims at discussing the identity of the high school level in Brazil, a very important issue especially after the promulgation of the law number 12.796, of 2013, which made this school level obligatory for all Brazilian teenagers. Thus this research endeavored to know the conceptions of the high school of a group of students, teachers and school managers. To better contextualize the conceptions of the subjects of the high school I make an overview of the governmental policies for this level, especially after 1996 when the current national curriculum guidelines were stablished. The theoretical basis for this work comes mostly from the theoretical formulations of François Dubet for social action and from Antonio Candido related to the study of the school culture. Two state-run schools with different socialeconomical profiles in the city of Suzano were chosen as the places of the research. One of them is situated in the outskirts of the city with the typical student profile from poor metropolitan areas and the other is situated in the center of the city, with more heterogeneous students’ profiles. Thus, I made fieldwork incursions in both places and observed several situations of the school routine in environments such as the classrooms, the teachers’ room and the recreation area for the students. Questionnaires were applied to two classes of the second high school year in both places to determine their social-economical background as well as their leisure habits, their opinions about the school and their goals for the future. Besides that, a group of students, teachers and school managers from both places were interviewed. The goal was to know the expectations these subjects bring in regard to the high school, how these expectations change in the face of the difficulties of the school routine and what proposals for the high school level they make. This work concluded that the teachers, students and school managers attribute an important formative role to the school, which is not fulfilled due to its deficiencies. The deficiencies pointed by the school subjects were the insufficiency of the previous levels and the promotion to the following grade of students who did not reach the minimum level of knowledge required, the lack of interest for the school by both the students and their families, the absence of adequate spaces in school for the development of new teaching methodologies, the monotony of school life for the teenagers, the lack of dialogue and unity in the school staff and the distance between the governmental bodies in which educational policies are defined and the school.
Descrição
Citação
ARAUJO, Alexandre Weingrill. Entre finalidades, aspirações e a experiência: o ensino médio e os seus sujeitos. 2015. 274 f. Dissertação (Mestrado em Educação) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2015.