Conversas com jovens sobre os tempos escolares no IF Sudeste MG, Campus Juiz de Fora

Abstract

In this thesis, entitled “Conversations with youngsters about the school days in the SUDESTE MG, Campus Juiz de Fora”, developed in the Graduate Program in Education of the Federal University of Juiz de Fora, the school times were addressed that were experienced by young people in the FI SUDESTE MG, Juiz de Fora Campus. School times are related to the actions experienced in the pedagogical process. Which experiences are reported by young people in the SUDESTE MG MG, Campus Juiz de Fora, about school times? It was seeking a response to this question that I talked with young students of this school institution having as focus their experiences with school times. It was used as research the Narrative Research methodology (CLANDININ; CONNELLY, 2008, 2015), that has allowed ways to think, (re) living the experiences and (re) telling stories from the life stories (CONNELLY; CLANDININ, 2008; LARROSA, 2004) woven in conversations (LARROSA, 2003; SKLIAR, 2011). Therefore, the movements of the research were based on the life reports of these young students on the school times that were produced from our conversation. The research was carried out at the Federal Institute of Education, Science and Technology of the Southeast of Minas Gerais (IF SUDESTE MG), Campus Juiz de Fora, with twelve youngsters from the Technical Courses Integrated to the High School of Electromechanics and Metallurgy. In those conversations were reported experiences with school times, with youths and with the Integrated Technical Course for Secondary Education, which are intertwined with the school times of this institution. In the study of the school times were used, among the references, Arroyo (2011), Correia (1996), Gimeno Sacristán (2008), Parente (2010), Pinto (2001). In the youth discussion, were mentioned these authors: Cassab (2011, 2010), Carrano e Dayrell (2013), Dayrell (2003, 2007, 2009, 2017), Pais (1990, 1993, 2009). In the approach of the Technical Professional Education of Medium Level and the Integrated Technical Course to High School, the contributions of Ciavatta (2012), Frigotto (2001, 2012), Garcia (2013), Ramos (2011, 2012, 2018), Otranto (2010) were used too. It was possible to perceive that the school times experienced by young people can be re-significated, taking into account the articulation of the youth times with the school times in the perspective of the skholé (MASSCHELEIN; SIMONS, 2013). The school institution may suspend time for young people to have free time to study and appropriate knowledge in an attempt to have a balance between chronological time and free time. Skholé is a way of experiencing education in school times, redefining the uses of the times and creating free time spaces in everyday school life.