Experiência escolar de jovens/alunos do ensino médio: os sentidos atribuídos à escola e aos estudos

• Autor(a) principal: Reis, Rosemeire
• Data de Publicação: 2012
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/47899
• topic: Ensino médio; Jovens; alunos; Relação com o saber; Experiência escolar; Saberes escolares; Secondary education; Youngsters; pupils; Relation with knowledge; School experience; School knowledges

The article presents results from a research on the school experience of youngsters/pupils of a public secondary school in São Paulo. The aim was mainly of investigating the relations established by these youngsters with the knowledges offered by the school institution, and their interpretations of the work carried out to appropriate such knowledges. The students are analyzed as youngsters, from the standpoint that they bring into school their knowledges and experiences; and as pupils, due to the fact that they are at school to widen their cultural repertoire as a result of a specific work. The methodology employed is that of the local approach which, according to Van Zanten, presupposes the inter-crossing of data coming from methods adequate to the ethnographic approach. The instruments of the research are knowledge inventories and interviews, apart from other devices used in the action-research in which this study is immersed: a questionnaire on the school climate, discussions with groups of youngsters, observations in the classroom. The study concludes that the youngsters/pupils start secondary education with a positive image of the school, but, in spite of that, the experience at school does not allow their understanding of specific aspects of the appropriation of knowledges. Problems were also identified regarding the rules of sociability constructed at school, and that the ways in which pupils experience such challenges are not homogeneous: for some, the expenditure of energy occurs because they want to be recognized by their colleagues; for others, the biggest challenge is to overcome the difficulties in their studies. At any rate, these youngsters seek to attribute meaning to this stage of their schooling. The questions raised here point to the importance of the educative work that must be achieved in secondary education.