Juventude e educação escolar : contribuições e desafios presentes em artigos disponíveis na base Scielo entre 2010 e 2014
Resumo
The research aims to study and analyse the contributions and challenges present in the
articles on the subject of Youth and Education in Brazil from 2010 to 2014.
Furthermore, it looks forward to identify new ideas or paths for pedagogical practices or
emancipatory policies for young people. We have as theoretical references the
contributions of Albert et al (2008), Freire (1992, 2000, 2005.2010), Abramo (1997),
Margulis and Urresti (1996.1998), Carrano (2005), Sposito (2009, 2003), Dayrell and
Carrano (2014), Dayrell (2007), Castells (1999) Groppo (2011, 2015), Parents (1990),
Gimeno Sacristán (2013). For this purpose, we made use of a literature search in Scielo
from the following descriptors: students and high school; students and youth and adult
education; youth and youth curriculum; youth, education and young school. We found
and studied 38 articles. And from the content analysis method (Bardin, 2004), it has
been possible to list 7 categories, as following: curriculum, teaching, subject practices,
teacher training and research, social and educational policies, youth; work and
education and educational social participation. As result, we have found elements that
contribute to education of young students, which are: 1) the school must take ownership
and understand the different media and new technologies in order to use them in favor
of learning; 2) understanding the context of the classroom content and the use of
multimedia as a way to make it the most significant and attractive in the education of
young people; 3) to start from the knowledge of the students and to make use of
dialogue; 4) to enhance intergenerational relationships in order to young people and
adults feel part of the educational process; 5) to make the teacher training closer to the
current context and the new youth demands; 6) school integration with its surroundings
and its educational agents; 7) understaing the need of young people to gain more
knowledge and job training to continue into higher education; 8) development of
policies that consider young people as political subjects and those who have their
careers marked by social inequalities; 9) to provide adequate infrastructure to enhance
learning, with construction of laboratories and libraries; or to support the of such spaces
if the school already has them; 10) the development of a political-pedagogical project
that prioritizes permanence and success of students, considering the specifics of shifts,
such as at night (historically undervalued).