Jovens entre “o ser e o vir a ser”: projeto de vida, programa ensino integral e terapia ocupacional social no ensino médio

Abstract

In Brazil, since the “First Republic”, education has undergone reforms that affect everyone levels, including high school. At the heart of these reforms, this level of education is traditionally marked by educational dualism, reproducing the power structures present in Brazilian society. To accentuate the differences, Brazilian high school is made up of different types of schools, which, in general, correspond to the social classes for which they are intended, such as the Integral Education Program (PEI) school, established by Department of Education of the State of São Paulo in 2012, which, in a pioneering way in the country, directed the curricula of the final years of elementary and high school towards protagonism of students around what were called “life projects”. This Program influenced the last reform of high school in the country, introduced in 2018, delegating to this level the function to subsidize young people in building their future projects. Taking this context, we return to understanding the offer and contours of the “Life Project” discipline in public high schools that, in 2021, were part of the PEI, linked to the Directorate of Teaching in the São Carlos Region, São Paulo (DER - São Carlos), from the perspective of DER, of the vice-principals, responsible for the life project axis in schools, of the teachers of this discipline and young people. We seek to understand the motivations, means, meanings and purposes of teaching high school youth how to plan their lives, as well as enabling production of subsidies to compose the “Life Project” discipline in dialogue with interests of young people and with the components of Basic Education in Brazil, having as reference to the theoretical-methodological contributions of social occupational therapy to support therapeutic-occupational actions in these schools. The data were collected/produced in a sequence of steps that involved the description and analysis of official documents regarding advocates Basic Education in Brazil, as well as those related to the PEI, interviews, questionnaires, dialogues and conversations in collective meetings and the holding of “Workshops of Activities, Dynamics and Projects” and “Singular and Territorial Monitoring”, technologies that have been proposed by social occupational therapy. The “Studies of Youth” have been configured as a field of interface between several areas that have, in one way or another, the “School” and its processes as a point of debate. With experiences developed so far, we defined the Life Project discipline, in the public school of the PEI, based on the phenomenon of ambiguity, since it holds the formative potential for serve young people’s reflection on their living conditions, their ethical values, their training and professional choice in a situated and critical way, in the same way that it can be at the service of the deepening of the structural inequalities of capitalism and market interests, reaffirming the permanence of educational dualism in high school, which, above all, does not effective full and disinterested training for the majority of young people who seek public school references for a better life, often made unfeasible by the place in which it is located. occupies and from where the future can be projected. Based on the survey and analysis of the normative texts of the PEI, we argue that the curricular component Life is a potential space for discussion, reflection and broadening perspectives of future of young people and knowledge of themselves and the world. In this way, we highlight the potential for social occupational therapy to work with young people in public schools, through presentation and discussion of the actions carried out in the schools that made up the empirical field of the research that supports this thesis in the Life Project discipline, with the “Workshops de Activities, Dynamics and Projects” and with “Singular and Territorial Monitoring”. It becomes possible with such actions to highlight the formative nature of the discipline to promote reception, dialogue, debate, recognition, social care, in addition to strengthening social support networks, working on future projects among these young people in an expanded way, envisioning the autonomy, citizenship and formation “for themselves” of these subjects.