Sentido pessoal nas trilhas de aprofundamento da área de linguagens: uma investigação com egressos do ensino médio

Abstract

This research is linked to the Graduate Program in Linguistic Studies at the Federal University of Fronteira Sul, in the research area of Discursive Practices and Subjectivities. It is also part of the Vigotski School Study and Research Group and is funded by the Santa Catarina State Research and Innovation Support Foundation (FAPESC). The study aims to investigate the process of attribution of personal senses by high school graduates to study activities related to the flexible part of the curriculum, more specifically to the Language Area Deepening Tracks. To this end, it is theoretically based on the assumptions of Historical-Cultural Psychology and Historical-Critical Pedagogy, both grounded in historical-dialectical materialism. This theoretical contribution highlights the importance of language and social interactions in human development, as well as advocating the appropriation of knowledge for conscious free activity. We adopt historical-dialectical materialism as a theoretical-methodological principle, which guides the analysis through the movement of mediations and contradictions to overcome the immediate appearance of the phenomenon under study and, thus, apprehend its essence. First, we conducted theoretical research, presenting the history of secondary education in Brazil and highlighting the uniqueness of this stage in the state of Santa Catarina, particularly with regard to the configuration of the Language Area Deepening Tracks that make up the flexible part of the curriculum. Next, we conducted empirical research with four high school graduates students who took a Language Area Deepening Track at a public school in Santa Catarina. The data generation procedure was carried out through interviews. Based on the data, the analysis was carried out in three stages: 1) description and organization of data based on significant recurrences; 2) abstractions into categories of analysis; 3) return to the concrete with an explanation of the observed phenomenon. Thus, the research is relevant because it contributes to the field of language education by articulating language and social factors as formers of consciousness, which, in turn, supports the internalization of social meanings into personal meanings. This has implications for the field of education, since we have shown that such meanings and senses are closely related and directly impact the way in which students relate to studying and learning. Having established the singular-particular-universal dialectical relationship, we understand, when analyzing the motives and their relationship with actions and meanings, that the personal meanings attributed to the activities of the Language Area Deepening Tracks were unequal and contradictory. This is because some of the initially extrinsic motives were transformed in the course of the activity, while in others, the Tracks already contained motives aligned with the students' interests and mobilized meanings for learning. Finally, we conclude that these movements remain conditioned by the material and curricular limitations of the New High School, structured under the logic of pragmatism and flexibility, which are inscribed in the context of the alienation of class society.