Percepções e sentidos de estudantes do ensino médio gaúcho sobre o tempo escolar: entre as sociabilidades conectadas e as promessas de autonomia

Abstract

The present thesis aimed to understand how high school students at a public school in the state of Rio Grande do Sul perceive and construct meanings in relation to the current school temporal organization, considering the curricular proposal of the New High School. To this end, qualitative research with an ethnographic approach was carried out on the border between anthropology and education, aiming at immersion in everyday school life. The school institution was understood as the place of investigation and school time as the object of study, using ethnographic resources such as field diary, participant observation, photographs and interviews. The study involved young people in their second year of high school at a public school on the North Coast of Rio Grande do Sul, representing contemporary Brazilian youth. In the investigated context, it was possible to understand the meanings that subjects attribute to time in light of the perceptions of their school temporal experiences, namely: connected sociability, multitasking, boredom, and educational abandonment. These meanings were analyzed in light of the following diagnosis of the present: the acceleration of social structures (ROSA, 2019), the development of surveillance capitalism (ZUBOFF, 2020) in the context of the control society (DELEUZE, 1992) and neoliberal rational logic (DARDOT; LAVAL, 2016). In this sense, this research defends the thesis that the temporal school experience of young people is given new meaning in the contemporary neoliberal context, marked by the process of social acceleration (ROSA, 2019) and the development of surveillance capitalism (ZUBOFF, 2020). In this scenario, youth school time acquires meanings of connected sociability, multitasking, boredom and educational abandonment, to the detriment of a political discourse that advocates youth autonomy. In the name of this promise of autonomy, the right to an education structured in knowledge is weakened, placing the responsibility for their educational path exclusively on young people.