Identidades autônomas ou identidades subservientes: um estudo sobre projeto de vida em escolas de ensino médio
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Data
2022-05-17
Autores
Camargo, Eduardo de
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Universidade Estadual Paulista (Unesp)
Resumo
A escola enquanto espaço de convivência, interação e compartilhamento do conhecimento historicamente acumulado é entendida enquanto importante instituição a ser observada na construção de identidade. Esse trabalho pretendeu-se a observar sob um olhar crítico, como foram pensados e propostos o Programa de ensino integral no estado de São Paulo e os Projetos de Vida ofertados aos alunos da rede pública do estado. Trata-se de um estudo qualitativo que tem como fonte de análise a legislação que implementou o Programa de ensino Integral, as diretrizes básicas desse programa, o plano estratégico 2019-2022 e os materiais que compõem o módulo Projeto de vida – cadernos dos professores e dos alunos. O objetivo desse trabalho é refletir sobre como as políticas educacionais e os materiais que fundamentam o Ensino Médio de Tempo Integral e o Projeto de Vida contribuem para a construção da identidade desses estudantes. Nesse sentido fez-se necessário compreender como o estado por meio de suas políticas públicas na educação construiu a ideia de protagonismo, autonomia, flexibilidade e inovação presentes nos materiais analisados. Chegou-se a conclusão de que os discursos presentes na legislação bem como nos materiais didáticos adequaram-se no decorrer do tempo e utilizam termos que remetem a um ideário inovador e de emancipação, todavia, quando analisados criticamente reforçam as armadilhas do motor neoliberal de meritocracia que responsabiliza e culpabiliza as juventudes por seus próprios destinos, afastando o estado de suas responsabilidades constitucionais e de uma educação verdadeiramente emancipadora que possibilite uma identidade autônoma.
The school as a space for coexistence, interaction and sharing of historically accumulated knowledge is understood as an important institution to be observed in the construction of identity. This work was intended to observe, under a critical eye, how the integral education program in the state of São Paulo and the Life Projects offered to students of public schools were proposed. This qualitative study has as a source of analysis the legislation that implemented the Integral Education Program, the basic guidelines of this program, the 2019-2022 strategic plan and the materials that make up the Life Project module - teachers' notebooks and from the students. The objective of this work is to reflect on how the educational policies and materials that support the Full-Time High School and the Life Project contribute to the construction of the identity of these students. In this sense, it was necessary to understand how the state, through its public policies in education, built the idea of protagonism, autonomy, flexibility and innovation present in the analyzed materials. It was concluded that the discourses present in the legislation as well as in didactic materials have adapted over time and use terms that refer to an innovative and emancipatory ideology, however, when critically analyzed, they reinforce the traps of the neoliberal engine of meritocracy that takes responsibility and blames youth for their own destinies, removing the state for its constitutional responsibilities and for a truly emancipatory education that enables an autonomous identity.
The school as a space for coexistence, interaction and sharing of historically accumulated knowledge is understood as an important institution to be observed in the construction of identity. This work was intended to observe, under a critical eye, how the integral education program in the state of São Paulo and the Life Projects offered to students of public schools were proposed. This qualitative study has as a source of analysis the legislation that implemented the Integral Education Program, the basic guidelines of this program, the 2019-2022 strategic plan and the materials that make up the Life Project module - teachers' notebooks and from the students. The objective of this work is to reflect on how the educational policies and materials that support the Full-Time High School and the Life Project contribute to the construction of the identity of these students. In this sense, it was necessary to understand how the state, through its public policies in education, built the idea of protagonism, autonomy, flexibility and innovation present in the analyzed materials. It was concluded that the discourses present in the legislation as well as in didactic materials have adapted over time and use terms that refer to an innovative and emancipatory ideology, however, when critically analyzed, they reinforce the traps of the neoliberal engine of meritocracy that takes responsibility and blames youth for their own destinies, removing the state for its constitutional responsibilities and for a truly emancipatory education that enables an autonomous identity.
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Identidade, Juventudes, Ensino médio, Neoliberalismo, Discurso, Identity, Youth, High school, Neoliberalism, Speech