Juventude e educação escolar : contribuições e desafios presentes em artigos disponíveis na base Scielo entre 2010 e 2014

Abstract

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).