Trajetórias de estudantes do ensino fundamental anos finais e o papel da escola na construção da esperança

• Autor(a) principal: Abade, Emiliana
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/26533
• topic: educação; esperança; processo ensino-aprendizagem; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation addresses the hope in public school students of the Elementary School Final Years, characterized as a feeling that is established in the lived reality, able to move the individual to seek possibilities that lead him to fight to change a situation that bothers (FREIRE, 2018). This exposition is an attempt to investigate whether the school contributes to the maintenance of this feeling since the social reality experienced by students constantly presents factors that lead them to experience the opposite feeling, hopelessness, as they face violence, misery, and suffering on a daily basis. Data collection was carried out within two focus groups that provided a dialogue between students who expressed the feeling of hope through beliefs, projects, experiences, and reports of life situations. After the collected material's transcription, an analysis of the data was carried out, which showed that the school represents the training base for a solid future, in addition to being a welcoming place that opposes the violence of the streets. However, the students revealed a critical perception about cultural conditions that cause abandonment and mentioned the mess, dirt, vandalism, and fights within the school as elements that de-characterize the hope that this space should promote. A relevant observation is the students' view of a peripheral school that is distinguished from others and the less or more hopeful way in which they face this perception, adapting to it or proposing actions for change. At the end of the text, the discussion on the need for education with a view to hope is presented, contrary to an immobilizing posture of the actors involved in the teaching-learning process and promoting dialogue between teachers and students who, together, analyze the real situation lived by the students so that, once the challenges are identified, they seek, in solidarity, never solitary, possible solutions to transform them.