Olhares juvenis para as escolas: gaiolas ou asas? Um estudo em Uberaba MG

Abstract

In the face of the educational inequalities that have dragged on throughout the history of high school education, young people question the school about the function and sense of attending this stage, considering democratic, dialogic and participatory principles, legitimizing a school essential to full development human. Starting from the scenario of the studies on the subject, the development of this research was delineated from the central question: "What meanings are attributed by the young student of High School to the schools of the state public network of Uberaba-MG?". In order to answer this question, the main objective of the study was to understand how the relationship between the young people and the schools, with a view to contributing to youth protagonism and secondary education. We used the methodology based on an investigation that comprised the school spaces and the relationships established in it. To that end, we listened to the youths in focus groups, held in three different public schools in the city of Uberaba, also located in three different regions of the city (east, west and north). In each of the selected schools, each leadership led the youth organization to participate in the Focal Groups, totaling 32 participants in the three schools. The data were interpreted in the light of Content Analysis in dialogue with authors such as Abramovay (2015), Charlot (2001), Dayrell (2007), Freire (1983, 1995,1999) and Moran (2012), from eight defined categories a priori: (i) Profile of young people surveyed regarding socio-demographic characteristics and family typology, (ii) Life history and school trajectory, (iii) Perspectives about school and education, (iv) Social relations at school, ) Youth culture, (vi) Identity, diversity and coexistence, (vii) Future Perspective and (viii) Which school criticizes and what school do Young people want? The results suggest an understanding of the roles and the situation of those involved in order to delineate proposals and projects that can effectively collaborate for a harmonious and meaningful relationship between these actors and the school as a driver of school and world learning. The speeches of young people lack a School without walls, multifaceted in the different forms of Youth involvement and participation and that allows dialogue with the student, with the Young being, respecting their times and spaces, mediating and grounded in the understanding of which school do the Young people want.