Culturas juvenis no ensino médio: ressignificando a prática escolar
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2017-10-26
Autores
Oliveira, Kelly da Silva [UNESP]
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Universidade Estadual Paulista (Unesp)
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Esta pesquisa foi desenvolvida junto ao Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP – Campus de Presidente Prudente, vinculada à Linha de Pesquisa: Processos Formativos, Infância e Juventude. A questão que conduziu essa investigação foi a constatação de que, apesar dos estudos e pesquisas que defendem o diálogo integrativo com as culturas juvenis no espaço escolar terem adquirido maior visibilidade nos últimos anos, ainda há o não conhecimento em relação a este assunto. Vários educadores e pesquisadores se colocam contra, dizendo que ao trabalhar com as culturas juvenis no espaço escolar, os conteúdos sistematizados ficam negligenciados, devido ao tempo e as exigências a que os docentes estão condicionados. Alguns ainda acreditam que valorizar e trabalhar as manifestações das culturas juvenis não é objetivo da escola, tendo em vista o caráter de seriedade e obrigatoriedade que deve existir dentro delas, devido às suas finalidades que seriam, principalmente, a preparação para o vestibular ou para o mercado de trabalho. A pesquisa foi embasada no referencial teórico dos estudos no campo da juventude, com ênfase na Sociologia da Juventude e teve como objetivos identificar quais eram as manifestações das culturas juvenis de jovens alunos de uma sala do Ensino Médio em uma escola pública na região de Presidente Prudente/SP e analisar de que forma a disciplina de Língua Portuguesa pode realizar um diálogo integrativo com as culturas juvenis sem negligenciar os conteúdos escolares. A natureza do estudo foi qualitativa e a opção metodológica escolhida foi a pesquisa intervenção. Os procedimentos para a obtenção dos dados foram: a observação participante, os registros em diário de campo, a aplicação de formulários e a de entrevistas reflexivas. Os resultados apontaram que, mesmo com todas as exigências e dificuldades existentes, foi possível fazer o diálogo integrativo entre as culturas juvenis e o ensino de Língua Portuguesa, garantindo que os conteúdos elencados no Currículo Oficial fossem trabalhados. Para que isto fosse possível, foi necessário compreender os jovens alunos com suas culturas, crenças, valores, anseios e desejos, como também conhecer suas formas de pensar e agir, além do espaço e tempo da sala de aula. Essa pesquisa contribuiu, indiretamente, para fortalecer a concepção de que o Ensino Médio não tem apenas como finalidade a função propedêutica, mas também a de formar para a vida, possibilitando aos jovens alunos a apropriação dos conteúdos científicos de maneira construtiva e crítica. A pesquisa revelou a importância de o professor reconhecer as manifestações dos jovens alunos e de estar sensível ao ato de comunicação, que vai além das palavras, bem como estar ciente de que a sua realidade é única e de que, por esse motivo, não é possível controlar ou prever as expressividades das culturas juvenis. Estar aberto ao diálogo com os jovens pode promover a articulação entre as expectativas deles e os conteúdos a serem trabalhados. Nessa pesquisa, a construção coletiva do conhecimento, que contou com a participação dos jovens alunos, buscou fazer o diálogo com os mais diversos métodos e técnicas, trazendo a poesia, a música, o debate, as mídias, os contos, entre outros, mas, também, o diálogo, a escuta, o respeito, a cumplicidade, a parceria, o assumir responsabilidades, a rigorosidade, a alegria, não só pelo prazer, para atrair os jovens alunos, mas, principalmente, pela possibilidade de apropriação das diversas expressões culturais, considerando-as repletas de códigos e de representações que foram construídas cultural e socialmente. Diante dos resultados, acreditamos que o educar para a vida encontra-se imbricado com a aquisição do conhecimento científico, sistematizado, elaborado e que, além de ser possível, é urgente o diálogo entre a cultura escolar e as manifestações culturais juvenis. A escola, que dialoga com os jovens alunos, promove uma aprendizagem conscientizadora, pois permite ao jovem questionar e debater, exercício imprescindível para o despertar da consciência crítica tão necessária para a transformação da realidade.
This research was developed together with the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative Processes, Childhood and Youth. The question that led to this research was the realization that, despite studies and research that advocate integrative dialogue with youth cultures in school have become more visible in recent years, there is still lack of knowledge about this subject. Several educators and researchers oppose, saying that in working with youth cultures in the school space, systematized content is neglected due to the time and demands that teachers are conditioned. Some still believe that valuing and working the manifestations of youth cultures is not an objective of the school, considering the seriousness and obligatory nature that must exist within them, due to its purposes, which would be, mainly, the preparation for the entrance exam or the job market. The research was based on the theoretical framework of studies in the field of youth, with emphasis on the Sociology of Youth and had as objectives to identify which were the manifestations of the youth cultures of young students of a room of the High School in a public school in the region of Presidente Prudente / SP and analyze how the discipline of Portuguese Language can carry out an integrative dialogue with youth cultures without neglecting school contents. The nature of the study was qualitative and the methodological option chosen was the intervention research. The procedures for obtaining the data were: participant observation, field diary records, application of forms and reflective interviews. The results showed that, even with all the existing requirements and difficulties, it was possible to engage in an integrative dialogue between youth cultures and Portuguese language teaching, ensuring that the contents listed in the Official Curriculum were worked on. For this to be possible, it was necessary to understand the young students with their cultures, beliefs, values, longings and desires, as well as to know their ways of thinking and acting, besides the space and time of the classroom. This research contributed, indirectly, to strengthen the conception that the Secondary School has not only the propaedeutic function but also to form for the life, enabling to the young students the appropriation of the scientific contents in a constructive and critical way. The research revealed the importance of the teacher recognizing the manifestations of young students and being sensitive to the act of communication, which goes beyond words, as well as being aware that their reality is unique and that, for this reason, it is not possible to control or predict the expressiveness of youth cultures. Being open to dialogue with young people can promote the articulation between their expectations and the content to be worked on. In this research, the collective construction of knowledge, with the participation of the young students, sought to make the dialogue with the most diverse methods and techniques, bringing poetry, music, debate, media, stories, among others, but , also, dialogue, listening, respect, complicity, partnership, taking responsibility, rigor, joy, not only for pleasure, to attract young students, but mainly for the possibility of appropriation of the various expressions cultural, considering them full of codes and representations that were built culturally and socially. Given the results, we believe that education for life is interwoven with the acquisition of scientific knowledge, systematized, elaborated and that, in addition to being possible, the dialogue between school culture and youth cultural manifestations is urgent. The school, which dialogues with the young students, promotes awareness-raising learning, as it allows the youth to question and debate, an essential exercise for the awakening of the critical awareness so necessary for the transformation of reality.
This research was developed together with the Graduate Program in Education of the Faculty of Sciences and Technology, UNESP - Presidente Prudente Campus, linked to the Research Line: Formative Processes, Childhood and Youth. The question that led to this research was the realization that, despite studies and research that advocate integrative dialogue with youth cultures in school have become more visible in recent years, there is still lack of knowledge about this subject. Several educators and researchers oppose, saying that in working with youth cultures in the school space, systematized content is neglected due to the time and demands that teachers are conditioned. Some still believe that valuing and working the manifestations of youth cultures is not an objective of the school, considering the seriousness and obligatory nature that must exist within them, due to its purposes, which would be, mainly, the preparation for the entrance exam or the job market. The research was based on the theoretical framework of studies in the field of youth, with emphasis on the Sociology of Youth and had as objectives to identify which were the manifestations of the youth cultures of young students of a room of the High School in a public school in the region of Presidente Prudente / SP and analyze how the discipline of Portuguese Language can carry out an integrative dialogue with youth cultures without neglecting school contents. The nature of the study was qualitative and the methodological option chosen was the intervention research. The procedures for obtaining the data were: participant observation, field diary records, application of forms and reflective interviews. The results showed that, even with all the existing requirements and difficulties, it was possible to engage in an integrative dialogue between youth cultures and Portuguese language teaching, ensuring that the contents listed in the Official Curriculum were worked on. For this to be possible, it was necessary to understand the young students with their cultures, beliefs, values, longings and desires, as well as to know their ways of thinking and acting, besides the space and time of the classroom. This research contributed, indirectly, to strengthen the conception that the Secondary School has not only the propaedeutic function but also to form for the life, enabling to the young students the appropriation of the scientific contents in a constructive and critical way. The research revealed the importance of the teacher recognizing the manifestations of young students and being sensitive to the act of communication, which goes beyond words, as well as being aware that their reality is unique and that, for this reason, it is not possible to control or predict the expressiveness of youth cultures. Being open to dialogue with young people can promote the articulation between their expectations and the content to be worked on. In this research, the collective construction of knowledge, with the participation of the young students, sought to make the dialogue with the most diverse methods and techniques, bringing poetry, music, debate, media, stories, among others, but , also, dialogue, listening, respect, complicity, partnership, taking responsibility, rigor, joy, not only for pleasure, to attract young students, but mainly for the possibility of appropriation of the various expressions cultural, considering them full of codes and representations that were built culturally and socially. Given the results, we believe that education for life is interwoven with the acquisition of scientific knowledge, systematized, elaborated and that, in addition to being possible, the dialogue between school culture and youth cultural manifestations is urgent. The school, which dialogues with the young students, promotes awareness-raising learning, as it allows the youth to question and debate, an essential exercise for the awakening of the critical awareness so necessary for the transformation of reality.
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Palavras-chave
Educação, Sociologia da juventude, Ensino médio, Culturas juvenis, Diálogo integrador, Education, Sociology of youth, Secondary education, Youth cultures, Dialogue integrator