Por menos suposições e mais oportunidades: Juventude e Projeto de Vida em escolas de ensino médio em tempo integral no Amazonas.

Abstract

The research tries to understand the meanings that young students attribute to school experiences linked at building a life project in schools of Escola Ativa Program in Amazonas state. This program was carried out in full-time high schools in Amazonas state and is based on a replicable school model that aims to center young students and their life projects. Based on references from the areas of Education, Sociology and Anthropology, this study is supported at the concept of a life project linked to human conduct and understands that because of the new configurations that permeate the contemporary context, the young students need support to make their life projects viable. The school of high school is considered an important institution to help young students with their projects. More recently, in the context of the reform of Brazilian high school education, this recognition of the relationship between school and life project gained prominence in the implementation of the New High School at schools in different regions. The Escola Ativa Program, carried out in public high schools in Amazonas state, demonstrates that it´s mainly through curricularization that the life project is inserted in schools. This way, the investigation contextualizes the implementation of the Escola Ativa Program in full-time high schools in Amazonas state. It identifies the concepts present in the pedagogical model of the program with focus on life projects; and verifies which school experiences embedded in the young students' stock of knowledge contribute to the building of their projects. The research is qualitative and is based in Alfred Schutz's social phenomenology, uses documentary research and instruments such as exploratory surveys and semi-structured interviews and, for analysis, uses content analysis techniques. The results indicate that the proposal of the Escola Ativa Program is based on an instrumental conception of life projects and holds young people responsible for the success or failure of their projects. Although the school experiences experienced by young students linked at building their life projects correspond to the activities developed in the Life Project and Post-Secondary curricular components, these differ from the experiences considered relevant by young students for construction of their life projects. For young students, the teachers, the classes, the projects and other school activities correspond to relevant experiences inside in their knowledge stocks that contributed to them being able to at least outline their projects.