O componente curricular Projeto de Vida como prática educativa: reflexões sobre o papel desta disciplina no percurso da formação escolar e sua operacionalização nas práticas pedagógicas

Abstract

From the concept of integral education, emphasized in official documents and more recently in the latest version of Base Nacional Comum Curricular (2018), it is understood that the school must assume the commitment to the development of the student in a global way understood no longer only in the cognitive and citizen dimensions as the only ones to be developed, but also in the personal, social, professional, affective dimensions, among others. It is in this context, from the need for the school to form subjects in their completeness, that the Life Project curricular subject is inserted as part of the state public schools curriculum from 2020. Through the analysis of pedagogical tasks in the light of the Base Nacional Comum Curricular (2018) and from Referenciais Curriculares (2009), and also from an interview with a teacher of the subject, this research aimed to verify the role of the Life Project curricular component in the formative path of students in the final years of Elementary School, and how skills and content can be operationalized in pedagogical practices that contribute to their life projects. It was found that the practices offered contributions that were still modest, but with the potential to be worked on by redirecting the design of the tasks.