Juventude e ensino médio: a (re)significação do espaço escolar

Abstract

This dissertation is an effort to synthesize and analyze youth and high school and their school experiences, with the general objective of understanding the process of (re) signification and performance of young people in high school within the school space. As a specific objective I set out to understand how high school is structured in the Brazilian educational system; to identify who are the youth subjects acting within the school space regarding their school experiences; and finally, to observe and analyze the experiences of young people within the school space beyond the limits of the classroom, in interstitial spaces. The analysis starts from the need to understand how young people, inserted in a determined and traditional school model, start to transform their daily lives, (re) signifying the school space and its use, from the process of identification and belonging. In addition, this work seeks to point out how these young people move or trace their path of sociability within school spaces, focusing on youth outside the classroom, in their free time, in the search for interstitial spaces to experience their experiences. To this end, the discussion runs through the conceptual issues of school culture, youth, high school and school spaces, using references that have a theoretical framework in the area. The methodology is made as Marli André (2008) proposes for research of the ethnographic type of school practice: participant observation, interviews and analysis of documents. The triangulation of data makes it possible to understand what Antonio Viñao Frago (2011) will call the archeology of school practice. From the data collected, it was necessary to establish some important elements to draw the profile of the young participants: socioeconomic profile, world of work, family relationships, culture and leisure, and the experience of micropolitics in the school space. The results indicate that the relationship that the young people interviewed have with EEJK is one of affection, identity, recognition and affection. In this context, we come to understand the school as a place, based on the effective construction of knowledge of the lived reality. We can verify this phenomenon from several statements of the interviewees and from some observations of the fieldwork, mainly by revealing that the school is the “second home” of these young people. Understanding the school space with its multiple subjects inserted with its dynamics marked by identity processes specific to each school is a major factor to develop a school project that allows spaces for the protagonist performance of young people, in a school capable of contemplating and contributing to its process broader formative.