The process of schooling in adolescence: constituted meanings by High School teachers

• Autor(a) principal: Soares, Julio Ribeiro
• Data de Publicação: 2021
• Outros Autores: Faustino, João Victor da Silva, Pinheiro, Rossana Kess Brito de Souza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/21105
• topic: Act of teaching in high school; Socio-historical psychology; Meaning processes.; Docencia en secundaria; Psicología sócio-histórica; Procesos de significado.; Docência no ensino médio; Psicologia sócio-histórica; Processos de significação.

This paper aims to understand the schooling process in adolescence from the constituted meanings by high school teachers. Based on socio-historical psychology, especially in the categories as historicity, proximal development zone, subjective dimension of reality and processes of meaning, the field of research was carried out by semi-structured and recurring interviews with two high school teachers from a public school in the city of Natal, in Rio Grande do Norte. According to the theoretical-methodological framework adopted, the data were analyzed based on the methodology of the meaning cores. In organizing the analysis procedure, the information was systematized into two meaning cores, namely: 1) conception of youth and educational process; 2) educational process for adolescents, school organization and family support. Conclusively, there are many issues that shape the experience of teachers at school, once this is a very complex institution and full of challenges for the development of pedagogical practice. However, if on the one hand, many cases of failure intensely mark the way in which teachers signify the adolescents' schooling process, in the other hand, there is hope in education when they talk about cases of students' victories and achievements, demonstrating feelings of satisfaction for having contributed with the possibility of materializing your dreams. Knowing that the work they do at school contributes to the growth of students is one of their best rewards in teaching work.