Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/9202 |
Resumo: | This thesis aimed to research the trajectories of the young graduates of the Cândido José de Godói State School, between 2010 and 2016, from the theoretical assumptions of Pierre Bourdieu and Bernard Lahire. This institution has always been linked to high school education and since 1954 is located in the Navegantes neighborhood, north zone of Porto Alegre (RS). The choice of location occurred from the experiences of the researcher, who was a teacher at Godói College for four years. The temporal cut is justified from legislative changes related to this teaching stage. In 2009, Constitutional Amendment No. 59 was enacted, which inserted high school within basic, compulsory and free national education. In this way, the students who entered high school in 2010 were the first to enter this new compulsory educational stage. The research period ends in 2016, as in 2017 another reform was announced by the federal government through Law No. 13,415 of February 2017. The main objective of the research is to analyze the trajectories of the young people who completed high school at the Cândido José de Godói State School during the stipulated period for the analysis (2010-2016). The specific objective intends to investigate if young people consider that there was any contribution of high school in their experiences after parting school. For this analysis, Pierre Bourdieu's theoretical approaches to trajectories, based on the articulation of the concepts of capital, field and habitus, were considered important for the development of the research. In addition, Bernard Lahire's studies of the processes of schooling of the popular classes, and other texts that dialogue and discuss with Pierre Bourdieu's assumptions, were examined for the elaboration of the research. For the construction of the data, the minutes of the final results of diurnal classes of first, second and third years of the Godói College were analyzed between 2010 and 2016, seeking to assess the trajectory of these students within the institution. In addition, it was created an online questionnaire with forty-three questions that was made available on Facebook for former students to answer. In total, 167 subjects answered the questions from a universe of 1,859 young people enrolled at Godói College in the period defined for the research. Subsequently, there were 15 face-to-face interviews between late 2018 and early 2019 with young people who agreed to participate and indicated this option in the questionnaire. From the results, it can be stated that the Godói College has relevance within the public educational field of Porto Alegre. The former students indicate to their families and acquaintances this institution for being recognized as an establishment that values education and preparation for the entrance exam or Enem. Of the trajectories, most respondents and interviewed have had “successful” pathways, entering higher education or technical education, with life and study possibilities that their guardians did not have. In the same way, this “success” is accompanied by many difficulties, whether due to the social spaces in which they are new, the prejudice related to their social or racial condition, the search for cultural and economic capital, the relationships established in different environments (professionals, family, study, etc.). Keywords: High school. Youth. Trajectory; public school; Colégio Godói. |
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De la Fare, Mónicahttp://lattes.cnpq.br/8645512477692006http://lattes.cnpq.br/0173106501927527Silva, Bárbara Virgínia Groff da2020-08-02T22:59:52Z2020-03-10http://tede2.pucrs.br/tede2/handle/tede/9202This thesis aimed to research the trajectories of the young graduates of the Cândido José de Godói State School, between 2010 and 2016, from the theoretical assumptions of Pierre Bourdieu and Bernard Lahire. This institution has always been linked to high school education and since 1954 is located in the Navegantes neighborhood, north zone of Porto Alegre (RS). The choice of location occurred from the experiences of the researcher, who was a teacher at Godói College for four years. The temporal cut is justified from legislative changes related to this teaching stage. In 2009, Constitutional Amendment No. 59 was enacted, which inserted high school within basic, compulsory and free national education. In this way, the students who entered high school in 2010 were the first to enter this new compulsory educational stage. The research period ends in 2016, as in 2017 another reform was announced by the federal government through Law No. 13,415 of February 2017. The main objective of the research is to analyze the trajectories of the young people who completed high school at the Cândido José de Godói State School during the stipulated period for the analysis (2010-2016). The specific objective intends to investigate if young people consider that there was any contribution of high school in their experiences after parting school. For this analysis, Pierre Bourdieu's theoretical approaches to trajectories, based on the articulation of the concepts of capital, field and habitus, were considered important for the development of the research. In addition, Bernard Lahire's studies of the processes of schooling of the popular classes, and other texts that dialogue and discuss with Pierre Bourdieu's assumptions, were examined for the elaboration of the research. For the construction of the data, the minutes of the final results of diurnal classes of first, second and third years of the Godói College were analyzed between 2010 and 2016, seeking to assess the trajectory of these students within the institution. In addition, it was created an online questionnaire with forty-three questions that was made available on Facebook for former students to answer. In total, 167 subjects answered the questions from a universe of 1,859 young people enrolled at Godói College in the period defined for the research. Subsequently, there were 15 face-to-face interviews between late 2018 and early 2019 with young people who agreed to participate and indicated this option in the questionnaire. From the results, it can be stated that the Godói College has relevance within the public educational field of Porto Alegre. The former students indicate to their families and acquaintances this institution for being recognized as an establishment that values education and preparation for the entrance exam or Enem. Of the trajectories, most respondents and interviewed have had “successful” pathways, entering higher education or technical education, with life and study possibilities that their guardians did not have. In the same way, this “success” is accompanied by many difficulties, whether due to the social spaces in which they are new, the prejudice related to their social or racial condition, the search for cultural and economic capital, the relationships established in different environments (professionals, family, study, etc.). Keywords: High school. Youth. Trajectory; public school; Colégio Godói.Esta tese se propôs a pesquisar as trajetórias dos jovens egressos do Colégio Estadual Cândido José de Godói, entre 2010 e 2016, a partir dos pressupostos teóricos de Pierre Bourdieu e Bernard Lahire. Esta instituição sempre esteve vinculada ao ensino secundário e desde 1954 está localizada no bairro Navegantes, zona norte de Porto Alegre (RS). A escolha do local ocorreu a partir das vivências da pesquisadora, que foi professora no Colégio Godói durante quatro anos. O recorte temporal se justifica a partir de alterações legislativas relacionadas a esta etapa de ensino. Em 2009, foi promulgada a Emenda Constitucional nº 59 que inseria o ensino médio dentro da educação básica, obrigatória e gratuita nacional. Dessa forma, os estudantes que ingressaram no ensino médio em 2010 foram os primeiros a adentrar nessa nova etapa educacional obrigatória. O período da pesquisa se encerra em 2016, pois em 2017 foi anunciada outra reforma por parte do governo federal através da lei nº 13.415, de fevereiro de 2017. O objetivo geral da pesquisa é analisar as trajetórias dos jovens que concluíram o ensino médio no Colégio Estadual Cândido José de Godói no período estipulado para a análise (2010-2016). Como objetivo específico pretende-se investigar se os jovens consideram que houve alguma contribuição do ensino médio em suas vivências posteriores à saída da escola. Para essa análise, as abordagens teóricas de Pierre Bourdieu com relação às trajetórias, a partir da articulação dos conceitos de capital, campo e habitus, foram consideradas importantes para o desenvolvimento da pesquisa. Além disso, os estudos de Bernard Lahire sobre os processos de escolarização das classes populares, e outros textos que dialogam e discutem com os pressupostos de Pierre Bourdieu, foram examinados para a elaboração da pesquisa. Para a construção dos dados, foram analisadas as atas dos resultados finais das turmas diurnas de primeiro, segundo e terceiros anos do Colégio Godói entre 2010 e 2016, buscando avaliar os percursos desses estudantes dentro da instituição. Além disso, foi elaborado um questionário online com quarenta e três questões que ficou disponível no Facebook para que os antigos estudantes respondessem. No total, 167 sujeitos responderam às perguntas de um universo de 1.859 jovens matriculados no Colégio Godói no período definido para a pesquisa. Posteriormente, ocorreram 15 entrevistas presenciais entre o final de 2018 e o início de 2019 com jovens que aceitaram participar e assinalaram essa opção no questionário. Pelos resultados, pode-se afirmar que o Colégio Godói possui uma relevância dentro do campo educacional público de Porto Alegre. Os antigos estudantes indicam para seus familiares e conhecidos esta instituição por ser reconhecida como um estabelecimento que preza pela educação e pela preparação para o vestibular ou Enem. Das trajetórias, a maioria dos respondentes e entrevistados tiveram percursos de “sucesso”, ingressando no ensino superior ou técnico, com possibilidades de vida e estudo que seus responsáveis não tiveram. Da mesma forma, esse “sucesso” vem acompanhado de muitas dificuldades, seja pelos espaços sociais em que são novatos, pelo preconceito relacionado à sua condição social ou racial, pela busca de capital cultural e econômico, pelas relações que se estabelecem em diferentes ambientes (profissionais, familiares, de estudo, etc.). Palavras-chave: ensino médio; juventude; trajetória; escola pública, Colégio Godói.Submitted by PPG Educação (educacao-pg@pucrs.br) on 2020-05-25T20:20:28Z No. of bitstreams: 1 Tese_Bárbara.pdf: 4038566 bytes, checksum: 71ebdc7758daac2b6352d8483265120e (MD5)Approved for entry into archive by Lucas Martins Kern (lucas.kern@pucrs.br) on 2020-08-02T22:54:52Z (GMT) No. of bitstreams: 1 Tese_Bárbara.pdf: 4038566 bytes, checksum: 71ebdc7758daac2b6352d8483265120e (MD5)Made available in DSpace on 2020-08-02T22:59:52Z (GMT). No. of bitstreams: 1 Tese_Bárbara.pdf: 4038566 bytes, checksum: 71ebdc7758daac2b6352d8483265120e (MD5) Previous issue date: 2020-03-10Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/178504/Tese_B%c3%a1rbara.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em EducaçãoPUCRSBrasilEscola de HumanidadesEnsino médioJuventudeTrajetóriaEscola públicaColégio GodóiHigh schoolYouthTrajectoryPublic schoolColégio GodóiCIENCIAS HUMANAS::EDUCACAOTerminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação835114043944023484500500500600-6557531471218110192-2403458189103523673590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTese_Bárbara.pdf.jpgTese_Bárbara.pdf.jpgimage/jpeg5379http://tede2.pucrs.br/tede2/bitstream/tede/9202/4/Tese_B%C3%A1rbara.pdf.jpg3570dc36e918c88a56da2f83673525a8MD54TEXTTese_Bárbara.pdf.txtTese_Bárbara.pdf.txttext/plain910685http://tede2.pucrs.br/tede2/bitstream/tede/9202/3/Tese_B%C3%A1rbara.pdf.txt593cba4ddbc0ae33557bcb5f49778492MD53ORIGINALTese_Bárbara.pdfTese_Bárbara.pdfapplication/pdf4038566http://tede2.pucrs.br/tede2/bitstream/tede/9202/2/Tese_B%C3%A1rbara.pdf71ebdc7758daac2b6352d8483265120eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9202/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/92022020-08-02 20:01:59.684oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2020-08-02T23:01:59Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
title |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
spellingShingle |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) Silva, Bárbara Virgínia Groff da Ensino médio Juventude Trajetória Escola pública Colégio Godói High school Youth Trajectory Public school Colégio Godói CIENCIAS HUMANAS::EDUCACAO |
title_short |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
title_full |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
title_fullStr |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
title_full_unstemmed |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
title_sort |
Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016) |
author |
Silva, Bárbara Virgínia Groff da |
author_facet |
Silva, Bárbara Virgínia Groff da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
De la Fare, Mónica |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8645512477692006 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0173106501927527 |
dc.contributor.author.fl_str_mv |
Silva, Bárbara Virgínia Groff da |
contributor_str_mv |
De la Fare, Mónica |
dc.subject.por.fl_str_mv |
Ensino médio Juventude Trajetória Escola pública Colégio Godói |
topic |
Ensino médio Juventude Trajetória Escola pública Colégio Godói High school Youth Trajectory Public school Colégio Godói CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
High school Youth Trajectory Public school Colégio Godói |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis aimed to research the trajectories of the young graduates of the Cândido José de Godói State School, between 2010 and 2016, from the theoretical assumptions of Pierre Bourdieu and Bernard Lahire. This institution has always been linked to high school education and since 1954 is located in the Navegantes neighborhood, north zone of Porto Alegre (RS). The choice of location occurred from the experiences of the researcher, who was a teacher at Godói College for four years. The temporal cut is justified from legislative changes related to this teaching stage. In 2009, Constitutional Amendment No. 59 was enacted, which inserted high school within basic, compulsory and free national education. In this way, the students who entered high school in 2010 were the first to enter this new compulsory educational stage. The research period ends in 2016, as in 2017 another reform was announced by the federal government through Law No. 13,415 of February 2017. The main objective of the research is to analyze the trajectories of the young people who completed high school at the Cândido José de Godói State School during the stipulated period for the analysis (2010-2016). The specific objective intends to investigate if young people consider that there was any contribution of high school in their experiences after parting school. For this analysis, Pierre Bourdieu's theoretical approaches to trajectories, based on the articulation of the concepts of capital, field and habitus, were considered important for the development of the research. In addition, Bernard Lahire's studies of the processes of schooling of the popular classes, and other texts that dialogue and discuss with Pierre Bourdieu's assumptions, were examined for the elaboration of the research. For the construction of the data, the minutes of the final results of diurnal classes of first, second and third years of the Godói College were analyzed between 2010 and 2016, seeking to assess the trajectory of these students within the institution. In addition, it was created an online questionnaire with forty-three questions that was made available on Facebook for former students to answer. In total, 167 subjects answered the questions from a universe of 1,859 young people enrolled at Godói College in the period defined for the research. Subsequently, there were 15 face-to-face interviews between late 2018 and early 2019 with young people who agreed to participate and indicated this option in the questionnaire. From the results, it can be stated that the Godói College has relevance within the public educational field of Porto Alegre. The former students indicate to their families and acquaintances this institution for being recognized as an establishment that values education and preparation for the entrance exam or Enem. Of the trajectories, most respondents and interviewed have had “successful” pathways, entering higher education or technical education, with life and study possibilities that their guardians did not have. In the same way, this “success” is accompanied by many difficulties, whether due to the social spaces in which they are new, the prejudice related to their social or racial condition, the search for cultural and economic capital, the relationships established in different environments (professionals, family, study, etc.). Keywords: High school. Youth. Trajectory; public school; Colégio Godói. |
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2020 |
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2020-08-02T22:59:52Z |
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2020-03-10 |
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