Juventude, escola e pobreza: o caso do município de Abaetetuba, Pará

Abstract

This dissertation addresses the theme education and poverty. This dissertation departed the following question: the public school recognizes and incorporates the poverty dimension in the human formation of youth in high school? Features aimed to investigate if public school recognizes and incorporates the poverty dimension in the human formation of youth in high school. From the methodological point of view, we used the approach of qualitative research, case study, subsidized by the technique of semi-structured interview. In relation to the participants – 10 day school learners, educators, 10 1 school Director, 1 Deputy Director of school, pedagogical coordinators 2-analyses were configured by the technique of content analysis. The research data, collected in a public school, are analyzed in the perceptions of the school management team, educators and students to verify the possible implications in dealing with the issue of poverty in educational practices and curriculum teaching middle school. What requires first identifying the design of poverty understood by school, taking into account the following indicators: the existence or not of a thematic discussion at school, through the Political-pedagogic Project (PPP), school curriculum and practice educational.With respect to the hypothesis, the results showed that the component of the poverty and the experiences of poverty has not received due attention in the human formation of the high school youths, because there is still the school investigated the Organization of work teaching to recognize and incorporate poverty in the training of students.These results revealed that the school recognizes that poverty exists in society and realizes that many of his students are in experiences of poverty, because many students participating in the Family allowance program are accessing to school, but there's still the incorporation of poverty in the PPP, in the school curriculum and in some specific project to work the production of poverty, the negative views and moralizantes about the poor constantly spun by the media with educandas high school youths.The results indicate that the educational activities that take place in the action of educators to recognize and incorporate poverty albeit skewed are related to poverty as motivation for schooling, the recognition of the difficulties (basic skills), even when there is success in studies; Cartographic analysis on geography, photos and videos and the incorporation of narratives that bring the poor as protagonists.Portuguese Language disciplines, Art, History, Geography, Philosophy, Sociology, Biology, Physics, Chemistry and Mathematics, are not linked to issues that are part of the everyday life of these students, the local poverty and even more of the experiences of poverty of the learners in, is it compatible in terms of educational content.