A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22174 |
Resumo: | The present research deals with the contribution of the curriculum component Life Project in Full-Time Instruction High Schools of Sao Paulo’s State Educational System. The subject Life Project presents a great relevance in the pedagogical project of Full-Time Instruction High Schools, aiming to guide the young students, considering their experience in the construction of their life project, through the comprehension of the wide social, cultural, economic and technical-scientific complexity, the ambiguity of the familiar structures and the new scenarios of the educational curricular proposals. The interest for the theme arose from the reflections about the young high school students and from the discussions about the characteristics of this stage of elementary education, which faces large school dropout rates, and about the objectivity of pedagogical sense and, not least, about the expressions of the personality of this student who seeks a sense of life. These questions with all paradoxes and ambivalences which are common to the young students, with their fears, worries, emotional instabilities, obligations, dreams, always accompanied by the questions about what is the sense of being in school? How to plan the future? What is the importance of learning, or teaching certain content, in the case of the teacher? How to deal with all of this, all the insecurity and anguish of the young students considering the decision-making in life, emphasizing the importance of have a life project. In this sense, the research has a current and innovative relevance to the scenario of High School Education Reform. It presents, through the curriculum component Life Project, an interdisciplinary pedagogical itinerary in the different areas of knowledge, based on strategies that promote the development of skills and competences, which go beyond the cognitive scope, and that allow to integrate knowledge to the education of young student that leads him/her to have full participation in the society. For this, the present research used a qualitative approach, following a methodological route from references of legal documents and published works about the Life Project. The pedagogical practice of the theory offered by the research allowed the acquisition of pedagogical experiences with daily practices integrated into the students' Life Project. This can help us to understand the young student as an integral person, who understands and recognizes him/herself and establishes a transforming educational practice in the history of life |
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Abramowicz, MereSilva, Henrique Souza da2019-05-22T10:26:32Z2019-03-11Silva, Henrique Souza da. A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno. 2019. 118 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22174The present research deals with the contribution of the curriculum component Life Project in Full-Time Instruction High Schools of Sao Paulo’s State Educational System. The subject Life Project presents a great relevance in the pedagogical project of Full-Time Instruction High Schools, aiming to guide the young students, considering their experience in the construction of their life project, through the comprehension of the wide social, cultural, economic and technical-scientific complexity, the ambiguity of the familiar structures and the new scenarios of the educational curricular proposals. The interest for the theme arose from the reflections about the young high school students and from the discussions about the characteristics of this stage of elementary education, which faces large school dropout rates, and about the objectivity of pedagogical sense and, not least, about the expressions of the personality of this student who seeks a sense of life. These questions with all paradoxes and ambivalences which are common to the young students, with their fears, worries, emotional instabilities, obligations, dreams, always accompanied by the questions about what is the sense of being in school? How to plan the future? What is the importance of learning, or teaching certain content, in the case of the teacher? How to deal with all of this, all the insecurity and anguish of the young students considering the decision-making in life, emphasizing the importance of have a life project. In this sense, the research has a current and innovative relevance to the scenario of High School Education Reform. It presents, through the curriculum component Life Project, an interdisciplinary pedagogical itinerary in the different areas of knowledge, based on strategies that promote the development of skills and competences, which go beyond the cognitive scope, and that allow to integrate knowledge to the education of young student that leads him/her to have full participation in the society. For this, the present research used a qualitative approach, following a methodological route from references of legal documents and published works about the Life Project. The pedagogical practice of the theory offered by the research allowed the acquisition of pedagogical experiences with daily practices integrated into the students' Life Project. This can help us to understand the young student as an integral person, who understands and recognizes him/herself and establishes a transforming educational practice in the history of lifeA presente pesquisa trata da contribuição do componente curricular Projeto de Vida nas Escolas de Ensino Médio de Tempo Integral da rede estadual de São Paulo. A disciplina Projeto de Vida apresenta grande relevância no projeto pedagógico das escolas de Ensino Médio de Tempo Integral, pois diante da compreensão da grande complexidade social, cultural, econômica e técnico-científica, da ambiguidade das estruturas familiares e dos novos cenários das propostas curriculares educacionais, tocante à experiência dos jovens alunos do Ensino Médio, visa a orientá-los na construção do seu projeto de vida. O interesse pelo tema surgiu a partir das reflexões acerca do jovem aluno do Ensino Médio e das discussões sobre as características dessa etapa da educação básica, que enfrenta grandes índices de evasão escolar e sobre a objetividade de sentido pedagógico e, não menos importante, sobre as expressões da pessoalidade desse aluno que busca um sentido de vida. Essas questões, com todos os seus paradoxos e ambivalências próprios dos jovens, com seus medos, preocupações, instabilidades emocionais, obrigações, sonhos, sempre acompanhados pela indagação de qual é o sentido de estar na escola, de como planejar o futuro, de qual é a importância de se aprender, ou de se ensinar determinado conteúdo, no caso do professor, o “como” lidar com tudo isso, toda a insegurança e angústia dos jovens alunos perante a tomada de decisões na vida, enfatizam a importância sobre a necessidade de se ter um projeto de vida. Nesse sentido, a pesquisa possui uma relevância atual e inovadora diante do cenário de Reforma do Ensino Médio, pois apresenta, através do componente curricular Projeto de Vida, um itinerário pedagógico interdisciplinar nas diferentes áreas de conhecimento, a partir de estratégias que propiciem o desenvolvimento de habilidades e competências que vão além do âmbito cognitivo e que possibilitem integrar à formação do jovem aluno, saberes que o leve a ter plena participação na sociedade. Para isso, a presente pesquisa utilizou uma abordagem qualitativa, obedecendo um percurso metodológico a partir de referências de documentos legais e obras já publicadas acerca do Projeto de Vida. A prática pedagógica da teorização oferecida pela pesquisa permitiu a aquisição de vivências pedagógicas com as práticas do cotidiano integradas ao Projeto de Vida dos alunos. Isso pode contribuir para que pudéssemos compreender o jovem aluno como pessoa integral, que se entende, se reconhece e que estabelece uma prática educativa transformadora na história da vidaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/49049/Henrique%20Souza%20da%20Silva.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoProjeto de VidaEducação integralEnsino em tempo integralEstudantes do ensino médioLife projectFull educationFull time teachingHigh school studentsCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOA concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do alunoThe conception and construction of the Life Project in High School: a curricular component in the integral formation of the studentinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTHenrique Souza da Silva.pdf.txtHenrique Souza da Silva.pdf.txtExtracted texttext/plain233568https://repositorio.pucsp.br/xmlui/bitstream/handle/22174/4/Henrique%20Souza%20da%20Silva.pdf.txt2a3a6b5dc260ea360af2418bd3bfe636MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
dc.title.alternative.eng.fl_str_mv |
The conception and construction of the Life Project in High School: a curricular component in the integral formation of the student |
title |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
spellingShingle |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno Silva, Henrique Souza da Projeto de Vida Educação integral Ensino em tempo integral Estudantes do ensino médio Life project Full education Full time teaching High school students CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
title_full |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
title_fullStr |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
title_full_unstemmed |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
title_sort |
A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno |
author |
Silva, Henrique Souza da |
author_facet |
Silva, Henrique Souza da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abramowicz, Mere |
dc.contributor.author.fl_str_mv |
Silva, Henrique Souza da |
contributor_str_mv |
Abramowicz, Mere |
dc.subject.por.fl_str_mv |
Projeto de Vida Educação integral Ensino em tempo integral Estudantes do ensino médio |
topic |
Projeto de Vida Educação integral Ensino em tempo integral Estudantes do ensino médio Life project Full education Full time teaching High school students CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Life project Full education Full time teaching High school students |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
The present research deals with the contribution of the curriculum component Life Project in Full-Time Instruction High Schools of Sao Paulo’s State Educational System. The subject Life Project presents a great relevance in the pedagogical project of Full-Time Instruction High Schools, aiming to guide the young students, considering their experience in the construction of their life project, through the comprehension of the wide social, cultural, economic and technical-scientific complexity, the ambiguity of the familiar structures and the new scenarios of the educational curricular proposals. The interest for the theme arose from the reflections about the young high school students and from the discussions about the characteristics of this stage of elementary education, which faces large school dropout rates, and about the objectivity of pedagogical sense and, not least, about the expressions of the personality of this student who seeks a sense of life. These questions with all paradoxes and ambivalences which are common to the young students, with their fears, worries, emotional instabilities, obligations, dreams, always accompanied by the questions about what is the sense of being in school? How to plan the future? What is the importance of learning, or teaching certain content, in the case of the teacher? How to deal with all of this, all the insecurity and anguish of the young students considering the decision-making in life, emphasizing the importance of have a life project. In this sense, the research has a current and innovative relevance to the scenario of High School Education Reform. It presents, through the curriculum component Life Project, an interdisciplinary pedagogical itinerary in the different areas of knowledge, based on strategies that promote the development of skills and competences, which go beyond the cognitive scope, and that allow to integrate knowledge to the education of young student that leads him/her to have full participation in the society. For this, the present research used a qualitative approach, following a methodological route from references of legal documents and published works about the Life Project. The pedagogical practice of the theory offered by the research allowed the acquisition of pedagogical experiences with daily practices integrated into the students' Life Project. This can help us to understand the young student as an integral person, who understands and recognizes him/herself and establishes a transforming educational practice in the history of life |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-22T10:26:32Z |
dc.date.issued.fl_str_mv |
2019-03-11 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Silva, Henrique Souza da. A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno. 2019. 118 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22174 |
identifier_str_mv |
Silva, Henrique Souza da. A concepção e construção do Projeto de Vida no Ensino Médio: um componente curricular na formação integral do aluno. 2019. 118 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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