O componente curricular projeto de vida e suas implicações no trabalho educativo de professores do ensino médio

Abstract

This master's thesis is linked to line of research 2: Training and action of teaching professionals and educational practices, linked to the Postgraduate Program in Education (PPGE/Master's and Doctorate) at the Universidade do Oeste Paulista (UNOESTE). Based on the theoretical contributions of Historical-Critical Pedagogy and Historical-Cultural Psychology, the objective was to analyze the curricular component Life Project and its implications for the educational work of high school teachers. To this end, we proposed: 1) a scoping review of national and international literature on studies that theoretically and methodologically support teaching work in Life Project; and 2) a case study with the intention of analyzing the implications of this component in educational work through the conception of two teachers from a high school in the Integral Education Program (PEI), located in a city in the interior of the State of São Paulo. Paul. Data were collected from database searches and through semi-structured interviews. The analysis of the collected material, in turn, was carried out using the historical-dialectic materialist method. It was concluded that the neoliberal rationality that dictates the functioning of the New High School undermines the integral development of psychological processes capable of building and materializing non-alienated life projects. These factors impede teachers’ understanding of the ongoing educational project. Consequently, they reproduce spontaneous forms of relationships with reality, contributing to the maintenance of a society divided into classes.