A desconstrução do Ensino Médio e suas consequências ao projeto de vida da juventude trabalhadora no RS

Abstract

This dissertation is dedicated to understanding the deconstruction of high school in Brazil and what are the consequences of this process and implications for the life project of working youth in the state of Rio Grande do Sul, from Law No. 13.415 / 2017, which modified the Brazilian high school courses, tearing the National Curriculum Guidelines for High School (Resolution CNE / CEB No. 02/2012). Such changes in the educational scenario directly affect the working class, especially the young workers, who had in the public school a space of general formation and citizenship building from the experiences opportunized by the social practices lived there, as well as the construction of knowledge and knowledge, provided by the areas of knowledge. The research is characterized as a theoretical and bibliographical study, its theoretical-methodological perspective of reality approach dialectical historical materialism, based on the authors: Frigotto (2000, 2005, 2017), Kuenzer (2000, 2005, 2009); Carrano (2000, 2003), Dayrell (2003, 2007); Bardin (2011), Minayo (2016), Triviños (1987). And its main objective, based on the Marxist conception of education (MARX, 1978; 2002; 2004) and the writings, to debate the context of the new High School Reform, relating them to the deconstruction of this last stage of basic education. and the consequences to the life project of young workers from RS, from 2007 to 2018. The empirical research was carried out at EEEM Caic Madezatti, in São Leopoldo / RS, with night high school students, through focus groups, and interviews. semi-structured, with teachers from the four areas of knowledge. This evidenced a good level of awareness of the researched students, Critical Consciousness, as they recognize themselves as subjects of rights; the interviews with teachers, however, presented positions contrary to the Reformation. The product of this dissertation of the Professional Master in Education was the elaboration of diagnosis, accompanied by suggestions for the (re) dimensioning of the pedagogical work with the night high school in the researched school.