| Summary: | Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T00:43:26Z
No. of bitstreams: 1
DISSERTA??O - MESTRADO UR?NIA SANTA ROSA.pdf: 1601052 bytes, checksum: a1aa50afe512dd2acafeaf4ee77a1742 (MD5) === Made available in DSpace on 2015-07-24T00:43:26Z (GMT). No. of bitstreams: 1
DISSERTA??O - MESTRADO UR?NIA SANTA ROSA.pdf: 1601052 bytes, checksum: a1aa50afe512dd2acafeaf4ee77a1742 (MD5)
Previous issue date: 2014-05-08 === The present study sought to understand and discuss on the condition of young monitors in a municipal school on the outskirts of Feira de Santana-BA, inserted into Federal Program called More Education Program (PME). It became normative by the Interministerial Ordinance no 172007 and by Decree 27012010, 7,083 by Ministry of Education. Its implementation is understood as a strategy for the induction of the national policy of integral education and aims at contributing to the improvement of learning through the expansion of on-call time of children, adolescents and young people enrolled in public schools. The process of operationalization of the PME can be done by the broad subject of selection of knowledge and its pedagogical activities are developed by monitors "volunteers", remunerated who can be popular educators, cultural agents and students with specific training and skills recognised by the community. The general objective of this investigation was to know the socioeconomic profile, the trajectories of schooling and occupation of young people, their daily battles for personal and financial autonomy and their juvenile projects (schooling, occupation and life) in order to understand to what extent the participation of those in a specific context of program has been constituted as a socio-professional insertion, was the overall objective of the present study.It was taken as reference to the specificities of the various youthfulness that exist and for further discussion regarding the notion of youthfulness and its interfaces with the processes of schooling, work and socioprofessional insertion, it was sought guidance from scholars and researchers of these theoretical fields, such as: Abramo (1994, 1997); Abramovay (2004); Carrano (2005); Castro (2006); Corrochano (2005, 2008); Dayrell (2005, 2007, 2012); Frigotto (2004); Le?o (2001, 2004, 2006); Novaes (2003, 2006); Pais (1990, 1996, 2001, 2005); Pochmann (1998, 2002, 2004); Sposito (1997, 2000, 2003, 2005). A qualitative research was done with nine young people from 19 to 28 years old, of both sexes, and as methodological procedures were used socioeconomic profile questionnaires, semi-structured interviews and notes prepared by the subjects of research on youth projects. The analysis of the data indicated that in a context of structural fragility of PME, with compensatory and assistance trend, act monitors educators, blacks and browns young, from public school, who in their majority attended or still attend at the higher education including in private institutions come from families of popular classes, therefore, need to work and have an individual income to be able to carry on their studies, maintain themselves and usufruct goods for general consumption and enjoy leisure and the insertion in the PME represents a way of obtaining incomes so they will be able to live with some dignity, a youthful condition. On this basis, it is considered a "pseudoinser??o" socioprofessional of such young and the pressing necessity for effective youthfulness public policies, better educational opportunities and professionals. The evidences lead to the conclusion that the contemporaneous project of full-time school, represented by PME, for the Brazilian working class needs to be (re) thought and best structured in their times, spaces and in the valorization and teacher professionalization. === O presente estudo buscou compreender e problematizar a condi??o juvenil de jovens monitores em uma escola municipal da periferia de Feira de Santana- BA, inseridos no programa federal denominado Programa Mais Educa??o (PME), normatizado pela Portaria Interministerial n? 17/2007 e pelo Decreto 7.083, de 27/01/2010 do Minist?rio da Educa??o. Sua implanta??o ? compreendida como uma estrat?gia para a indu??o da pol?tica nacional de educa??o integral e tem por finalidade contribuir para a melhoria da aprendizagem por meio da amplia??o do tempo de perman?ncia de crian?as, adolescentes e jovens matriculados em escolas p?blicas. O processo de operacionaliza??o do PME na escola se faz pela sele??o de macrocampos do saber e suas atividades pedag?gicas s?o desenvolvidas por monitores ?volunt?rios?, remunerados, que podem ser educadores populares, agentes culturais e estudantes com forma??o espec?fica e com habilidades reconhecidas pela comunidade. O objetivo geral da investiga??o foi conhecer o perfil socioecon?mico, as trajet?rias de escolariza??o e ocupa??o de jovens, suas batalhas cotidianas pela autonomia financeira e pessoal e os seus projetos juvenis (de escolariza??o, de profiss?o e de vida) para compreender em que medida a participa??o destes em um contexto espec?fico do programa tem se constitu?do como uma inser??o socioprofissional. Tomou-se como refer?ncias as especificidades das diversas juventudes existentes e para uma discuss?o mais aprofundada a respeito da no??o de juventude e suas interfaces com os processos de escolariza??o, trabalho e inser??o socioprofissional, buscou-se orienta??o de estudiosos e pesquisadores destes campos te?ricos, tais como: Abramo (1994, 1997); Abramovay (2004); Carrano (2005); Castro (2006); Corrochano (2005, 2008); Dayrell (2005, 2007, 2012); Frigotto (2004); Le?o (2001, 2004, 2006); Novaes (2003, 2006); Pais (1990, 1996, 2001, 2005); Pochmann (1998, 2002, 2004); Sposito (1997, 2000, 2003, 2005). Realizou-se uma pesquisa qualitativa junto a nove jovens de 19 a 28 anos, de ambos os sexos, e, como procedimentos metodol?gicos foram utilizados question?rio de perfil socioecon?mico, entrevistas semi-estruturadas e notas elaboradas pelos sujeitos da pesquisa sobre projetos juvenis. A an?lise dos dados indicou que num contexto de fragilidades estruturais do PME, com tend?ncia compensat?ria e assistencialista, atuam monitores/educadores, jovens negros e pardos, egressos da escola p?blica, em sua maioria cursou/cursa o ensino superior inclusive em institui??es privadas, oriundos de fam?lias de classes populares, e que, portanto, precisam trabalhar e ter um rendimento individual para poder levar adiante os seus estudos, se manter e usufruir bens de consumo e lazer e, nesse sentido, a inser??o no PME representa uma forma de obten??o de renda para poderem vivenciar com certa dignidade, a condi??o juvenil. Com base nisto, considera-se uma ?pseudoinser??o? socioprofissional de tais jovens e a necessidade premente de efetivas pol?ticas p?blicas juvenis, melhores oportunidades educativas e profissionais. As evid?ncias permitem concluir, ainda, que o projeto contempor?neo de escola de tempo integral, representado pelo PME, para a classe trabalhadora brasileira, precisa ser (re) pensado e melhor estruturado em seus tempos, espa?os e na valoriza??o e profissionaliza??o docente.
|
|---|
