Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/1259 |
Resumo: | School and life: school influences to the social trajectories of young graduates high school addresses the social experiences of high school graduates young people, trying to understand the school's influences for your design. It would be high school responsible for the social destination of young people? This was the problem that provoked the development of this research. To reflect on the issue, first was carried a literature review on the Bank of Theses of Higher Education Personnel Improvement Coordination (CAPES), which were located few studies about high school graduates. The selected surveys, generally, deal with the school's contribution to the inclusion in higher education or in the labor market. Based on these data, I realized a survey in the approach favored high school graduates. Intended to analyze the social experiences of young people who had studied in various conditions and currently occupy different social positions. For this approach young people were selected from 18 to 29 years who had completed high school, based on three criteria: work, study and free time. In each of these conditions, the intention was to address young people in prestigious social situation and young people in a precarious social situation. From these criteria I defined six groups: engineers and marketers; students in a very disputed public university and students of a private university of easy access; youth in free time by choice (public park) and youth in free time for lack of choice (unemployment). A questionnaire with 64 questions predominantly open was applied with focus on the family , childhood , home, socioeconomic status , school, training and work. Then a young people of each group was interviewed, aiming to perform the analysis of life stories. In many cases, the economic and cultural capital families end up becoming educational capital, they allow children to acquire it. But when families are deprived of economic and cultural resources and/ or fail to invest in studies of children, or don???t promote their self-esteem these tend to have school, social and professional trajectories precarious. The life stories analyzed showed that the economic and cultural capital along with psychosocial support of the families, who invested in promoting self-esteem and the acquisition of educational and cultural capital for the children; and the subjectivity of young person in order to manage the multiple logics of action, develop their strategies, build their future projects and seek to carry them beyond the standard of occupational insertion and position in the home appear as the determining factors on youth social experiences. |
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Nosella, Paolohttp://lattes.cnpq.br/7159165045266256Nosella, Paolohttp://lattes.cnpq.br/7159165045266256Roggero, RoseLorieri, Marcos Antoniohttp://lattes.cnpq.br/2474684049522416Gohn, Maria da Gl??ria Marcondeshttp://lattes.cnpq.br/8315862641929394Giovinazzo J??nior, Carlos Ant??niohttp://lattes.cnpq.br/5969230919823134http://lattes.cnpq.br/6196513135729688Baciano, Gislaine de Medeiros2016-05-13T21:38:10Z2015-10-21Baciano, Gislaine de Medeiros. Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio. 2015. 283 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1259School and life: school influences to the social trajectories of young graduates high school addresses the social experiences of high school graduates young people, trying to understand the school's influences for your design. It would be high school responsible for the social destination of young people? This was the problem that provoked the development of this research. To reflect on the issue, first was carried a literature review on the Bank of Theses of Higher Education Personnel Improvement Coordination (CAPES), which were located few studies about high school graduates. The selected surveys, generally, deal with the school's contribution to the inclusion in higher education or in the labor market. Based on these data, I realized a survey in the approach favored high school graduates. Intended to analyze the social experiences of young people who had studied in various conditions and currently occupy different social positions. For this approach young people were selected from 18 to 29 years who had completed high school, based on three criteria: work, study and free time. In each of these conditions, the intention was to address young people in prestigious social situation and young people in a precarious social situation. From these criteria I defined six groups: engineers and marketers; students in a very disputed public university and students of a private university of easy access; youth in free time by choice (public park) and youth in free time for lack of choice (unemployment). A questionnaire with 64 questions predominantly open was applied with focus on the family , childhood , home, socioeconomic status , school, training and work. Then a young people of each group was interviewed, aiming to perform the analysis of life stories. In many cases, the economic and cultural capital families end up becoming educational capital, they allow children to acquire it. But when families are deprived of economic and cultural resources and/ or fail to invest in studies of children, or don???t promote their self-esteem these tend to have school, social and professional trajectories precarious. The life stories analyzed showed that the economic and cultural capital along with psychosocial support of the families, who invested in promoting self-esteem and the acquisition of educational and cultural capital for the children; and the subjectivity of young person in order to manage the multiple logics of action, develop their strategies, build their future projects and seek to carry them beyond the standard of occupational insertion and position in the home appear as the determining factors on youth social experiences.Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio aborda as experi??ncias sociais de jovens egressos do ensino m??dio, buscando compreender as influ??ncias da escola para seu delineamento. Seria o ensino m??dio respons??vel pela destina????o social dos jovens? Este foi o problema que suscitou o desenvolvimento desta pesquisa. Para refletir sobre a quest??o, primeiro foi realizado um levantamento bibliogr??fico, junto ao Banco de Teses da Coordena????o de Aperfei??oamento de Pessoal de N??vel Superior (CAPES), onde foram localizados poucos trabalhos sobre os egressos do ensino m??dio. As pesquisas selecionadas, de modo geral, versam sobre a contribui????o da escola de n??vel m??dio para a inser????o no ensino superior ou no mercado de trabalho. Partindo desses dados, realizou-se uma pesquisa em que a abordagem privilegiou egressos do ensino m??dio. Pretendia analisar as experi??ncias sociais de jovens que tivessem estudado em diversas condi????es e que atualmente ocupassem posi????es sociais diversas. Para essa abordagem foram selecionados jovens de 18 a 29 anos que j?? tinham conclu??do o ensino m??dio, a partir de tr??s crit??rios: trabalho, estudo e tempo livre. Em cada uma destas condi????es, a pretens??o foi abordar jovens em situa????o social prestigiada e jovens em situa????o social prec??ria. A partir desses crit??rios foram definidos seis grupos: engenheiros e comerciantes; estudantes de uma universidade p??blica muito disputada e estudantes de uma universidade privada de f??cil acesso; jovens em tempo livre por op????o (parque p??blico) e jovens em tempo livre por falta de op????o (desemprego). Foi aplicado um question??rio com 64 quest??es predominantemente abertas que versavam sobre fam??lia, inf??ncia, casa, situa????o socioecon??mica, escola, forma????o e trabalho. Depois, foi entrevistado um jovem de cada grupo, visando realizar a an??lise das hist??rias de vida. Em muitos casos, o capital econ??mico e o cultural das fam??lias acabam convertendo-se em capital educacional, pois permitem aos filhos sua obten????o. J?? quando as fam??lias s??o desprovidas de recursos econ??micos e culturais e/ou n??o conseguem investir nos estudos dos filhos, nem promovem sua autoestima estes tendem a ter trajet??rias escolares, inser????o social e profissional prec??rias. As hist??rias de vida analisadas demonstraram que os capitais econ??mico e cultural junto com o apoio psicossocial das fam??lias, que investiram na promo????o da autoestima e na aquisi????o dos capitais educacional e cultural pelos filhos; bem como a subjetividade de cada jovem no sentido de gerir as m??ltiplas l??gicas de a????o, desenvolver suas estrat??gias, construir seus projetos de futuro e buscar realiz??-los, al??m do padr??o de inser????o ocupacional e posi????o no domic??lio se mostram como os fatores determinantes sobre as experi??ncias sociais juvenis.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-05-13T21:38:10Z No. of bitstreams: 1 Gislaine De Medeiros Baciano.pdf: 1775414 bytes, checksum: a58d3c67fd441969d965749e0fcf4f32 (MD5)Made available in DSpace on 2016-05-13T21:38:10Z (GMT). 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dc.title.por.fl_str_mv |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
dc.title.alternative.eng.fl_str_mv |
School and life: school's influences for social trajectories of high school graduates young people |
title |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
spellingShingle |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio Baciano, Gislaine de Medeiros Jovens ensino m??dio experi??ncias sociais Young high school social experiences CIENCIAS HUMANAS::EDUCACAO |
title_short |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
title_full |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
title_fullStr |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
title_full_unstemmed |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
title_sort |
Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio |
author |
Baciano, Gislaine de Medeiros |
author_facet |
Baciano, Gislaine de Medeiros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nosella, Paolo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7159165045266256 |
dc.contributor.referee1.fl_str_mv |
Nosella, Paolo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7159165045266256 |
dc.contributor.referee2.fl_str_mv |
Roggero, Rose |
dc.contributor.referee3.fl_str_mv |
Lorieri, Marcos Antonio |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2474684049522416 |
dc.contributor.referee4.fl_str_mv |
Gohn, Maria da Gl??ria Marcondes |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8315862641929394 |
dc.contributor.referee5.fl_str_mv |
Giovinazzo J??nior, Carlos Ant??nio |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/5969230919823134 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6196513135729688 |
dc.contributor.author.fl_str_mv |
Baciano, Gislaine de Medeiros |
contributor_str_mv |
Nosella, Paolo Nosella, Paolo Roggero, Rose Lorieri, Marcos Antonio Gohn, Maria da Gl??ria Marcondes Giovinazzo J??nior, Carlos Ant??nio |
dc.subject.por.fl_str_mv |
Jovens ensino m??dio experi??ncias sociais |
topic |
Jovens ensino m??dio experi??ncias sociais Young high school social experiences CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Young high school social experiences |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
School and life: school influences to the social trajectories of young graduates high school addresses the social experiences of high school graduates young people, trying to understand the school's influences for your design. It would be high school responsible for the social destination of young people? This was the problem that provoked the development of this research. To reflect on the issue, first was carried a literature review on the Bank of Theses of Higher Education Personnel Improvement Coordination (CAPES), which were located few studies about high school graduates. The selected surveys, generally, deal with the school's contribution to the inclusion in higher education or in the labor market. Based on these data, I realized a survey in the approach favored high school graduates. Intended to analyze the social experiences of young people who had studied in various conditions and currently occupy different social positions. For this approach young people were selected from 18 to 29 years who had completed high school, based on three criteria: work, study and free time. In each of these conditions, the intention was to address young people in prestigious social situation and young people in a precarious social situation. From these criteria I defined six groups: engineers and marketers; students in a very disputed public university and students of a private university of easy access; youth in free time by choice (public park) and youth in free time for lack of choice (unemployment). A questionnaire with 64 questions predominantly open was applied with focus on the family , childhood , home, socioeconomic status , school, training and work. Then a young people of each group was interviewed, aiming to perform the analysis of life stories. In many cases, the economic and cultural capital families end up becoming educational capital, they allow children to acquire it. But when families are deprived of economic and cultural resources and/ or fail to invest in studies of children, or don???t promote their self-esteem these tend to have school, social and professional trajectories precarious. The life stories analyzed showed that the economic and cultural capital along with psychosocial support of the families, who invested in promoting self-esteem and the acquisition of educational and cultural capital for the children; and the subjectivity of young person in order to manage the multiple logics of action, develop their strategies, build their future projects and seek to carry them beyond the standard of occupational insertion and position in the home appear as the determining factors on youth social experiences. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-10-21 |
dc.date.accessioned.fl_str_mv |
2016-05-13T21:38:10Z |
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dc.identifier.citation.fl_str_mv |
Baciano, Gislaine de Medeiros. Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio. 2015. 283 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/1259 |
identifier_str_mv |
Baciano, Gislaine de Medeiros. Escola e vida: influ??ncias da escola para as trajet??rias sociais de jovens egressos do ensino m??dio. 2015. 283 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo. |
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UNINOVE |
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Universidade Nove de Julho |
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