Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural

Abstract

This research is linked to the line of research: Public policies in education, educational practices and diversity, belonging to the Graduate Program in Education at the University of Oeste Paulista and to the research group State, Educational Policies and Democracy (EPED). The aim was to analyze the adolescents' worldview about violence and social inequality and the role of school education in this process, starting from the assumptions of the Historical-Cultural Theory, whose philosophical and epistemological bases are based on the Historical-Dialectical Materialism. For this, the study was divided in three stages: in the first, focus groups were held with 07 adolescents to discuss the themes of violence and inequality from the Garapa and After Lucia films. In the second stage semi-structured interviews were conducted with the teachers of Philosophy and Sociology in order to understand the conduct of pedagogical praxis. Finally, in the third stage, we analyzed the Philosophy and Sociology notebooks of the “São Paulo Faz Escola” program, in order to identify the presence of themes concerning violence and inequality, as well as to understand how they were approached by the curriculum. The data collected in the three stages were analyzed through categories articulated with the Historical-Dialectical Materialism. From this, the results indicate that adolescents have knowledge and experience related to the themes of violence and inequality, however, they still have a very superficial conception due to the absence of situations of deep and critical reflection. Moreover, the curriculum contents have contributed little to overcome this more pragmatic conception, since the proposed activities are restricted to the students' previous knowledge. Thus, it was found that the neoliberal logic that fosters public policies in education favors the emptying of the school's purposes, making it the strategic element of the state to maintain hegemonic interests at the expense of an education that, based on the socialization of knowledge, promote free and universal development.