O projeto de vida no ensino médio: o olhar dos professores de História

• Autor(a) principal: Fodra, Sandra Maria
• Data de Publicação: 2016
• 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/9884
• topic: Educação integral; Aprendizagem significativa; Projeto de vida; Integral education; Significant learning; Life project; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This research deals with the Comprehensive Education in Brazil, focusing on the construction of the life project by high school students in the schools participating in the Integral Education Program. This program was implemented by the State Secretariat of Education of São Paulo, in 2012 in 16 pilot schools and currently has 257 schools with the three educational stages of Basic Education: Elementary School - Early Years, Final Years and High School. The interest in the subject arose from the monitoring of the deployment and implementation of the program in two high schools of the capital, in 2012. Participating schools excel this program for academic excellence and the development of the autonomy of the students, so they can complete the high school with a Life Project constructed, prepared to make conscious choices and meet the challenges of both the academic life and in the work market. The focus in these schools is to build the Life Project of the students, which is embodied in the curricular component of the classes with the same name. The objective of this research was to identify the positive aspects and the challenging ones of Integral Education Program, and the curricular component Life Project and its relation to history classes, in the view of the history teachers that also teach Life Project classes at school Medium. The research had a qualitative approach and the instrument used was a semi-structured interview. The results showed that the practices developed in the program schools have been able to improve the quality of education; that the work with the Life Project encourages high school students to study, to plan your future choices and to expand your personal and academic perspectives. The Life Project classes have a deep relationship with the history lessons, as the two disciplines deal with the history of life. This relationship emanates a rescue on the notion of rights and duties that favors the formation of a participatory citizenship and contributes to the inclusion of young adulthood, consciously and responsibly, as a professional and as participating individual in society