Ensino médio e a construção de projetos de vida das juventudes: história e narrativas do currículo

Abstract

The thesis aimed at investigating the formative motivation that have been present in the construction of the life project and in the curriculum for the public Brazilian states’ high school in the last five centuries, so it is not, in any matter, related to the concept of life project as a subject/school content. This study is under the circle of Studies about Curriculum, it used contemporary arguments from the critical theory and bet on the potency of the narrative interview in reads of Goodson, I understand that biographical connections may connect to the common agendas. The empirical corpus is made of fourteen narratives by previous students at a High School, who had finished between 1970s to 2020. From the analysis and problematization of the narratives emerged the following topics around the construction of life projects: a) the construction of a life project as a technical constitution aimed on the continuation of studies and for the work life; b) the construction of life projects as from its relation with identities, cultural expression and personal abilities in which each had different doings from their plural lives in society; c) the construction of the plan as a citizenship directed to the performance and the citizen and democratic coexistence. The thesis of this research argues that neoliberalism tends to weaken or hinder the construction of consistent and plural life projects, that should reach multiple youth’s nuances and needs. And, so, it wants to be part of the political fight around this concept and its objectives and ways, I read them as life projects in/for life in society. While advocating for the plural concept of life projects, it is important to reinforce that understanding youth according from its multiple ways in life, expression and susceptible to many tests and contingencies, it should be bet on a curriculum that thinks the construction of these projects in society, highlighting the communitarian and collective dimension, with society perceiving that this journey is not and should not be a solitary path, that choosing needs to be taught and accompanied and its subjects should not be responsible individually for their failures and, successes and, for life in society, being aware of the necessity to go back to a life constructed by the common, in which citizenship and democratic coexistence are essential elements.