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Ensino médio e cultura juvenil: um olhar etnográfico sobre a aula, como espaço de construção do conhecimento de alunos e alunas
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Nesta tese, abordamos a aula do ensino médio e sua relação com a cultura juvenil, com o
intuito de descrever, analisar e interpretar o significado da aula como espaço de produção do
conhecimento e formação cultural dos jovens. Partimos do pressuposto de que a cultura
juvenil não é considerada elemento fundante na maioria das escolas públicas do ensino médio
no estado de Pernambuco. Nesse sentido, realizamos uma pesquisa qualitativa de cunho
etnográfico, na qual recorremos a entrevistas semiestruturadas, questionário, observação,
caderno de campo, análise documental e fotografias cujos dados coletados revelaram que a
cultura é defendida como modos de vida e os fenômenos estudados representam um corpus de
significados. Nessa teia de relações, fomos tecendo o caminho da inovação pedagógica
vinculado ao conceito mais geral de cultura. Ao final da pesquisa, chegamos à conclusão de
que a cultura pode ser a porta de acesso para a inovação das práticas pedagógicas nas escolas,
onde alunos e professores assumem parcerias para a formação cidadã.
In this thesis, we approached the class in secondary school and its relation with the juvenile culture aiming at describing, analyzing and interpreting the meaning of the class as a space of knowledge production and cultural development of the youth. We started with the presupposition that the juvenile culture is not regarded as a sound element in most of public secondary schools in the state of Pernambuco. Regarding that, we did a qualitative ethnographic research, in which we resorted to semi structured interviews, questionnaire, observation, field log, documentary analysis and photographs whose data collected revealed that culture is defended as ways of living and the phenomena studied represent a corpus of meanings. In this texture of relations, we gradually devised the path of the pedagogical innovation connected to the more prevalent concept of culture. In the end of the research, we reached the conclusion that culture may be the entrance to the innovation of pedagogical practices in schools, where students and teachers assume partnership to build upbringing commited to citizenship.
In this thesis, we approached the class in secondary school and its relation with the juvenile culture aiming at describing, analyzing and interpreting the meaning of the class as a space of knowledge production and cultural development of the youth. We started with the presupposition that the juvenile culture is not regarded as a sound element in most of public secondary schools in the state of Pernambuco. Regarding that, we did a qualitative ethnographic research, in which we resorted to semi structured interviews, questionnaire, observation, field log, documentary analysis and photographs whose data collected revealed that culture is defended as ways of living and the phenomena studied represent a corpus of meanings. In this texture of relations, we gradually devised the path of the pedagogical innovation connected to the more prevalent concept of culture. In the end of the research, we reached the conclusion that culture may be the entrance to the innovation of pedagogical practices in schools, where students and teachers assume partnership to build upbringing commited to citizenship.
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Aula Ensino Médio Cultura juvenil Inovação pedagógica Modelos de educação Class Secondary school Juvenile culture Pedagogical innovation Education
models Ciências da Educação - Inovação Pedagógica . Faculdade de Ciências Sociais