Currently, the constant evaluations of the low educational level of the Brazilian population, carried out by several national and international institutions, indicate that it is necessary to rethink the policies aimed at guaranteeing basic education. Numerous projects are implemented to minimize age / year distortions of the population over 15 years. In the State of Pará, the Mundiar Project is implemented from 2014 with the discourse of accelerating the time of study of these young people, through funding from International Organizations. Such scenario leads us to think, what are the social representations of young people about the Mundiar Project and what are the educational and social implications in their life project? In order to answer this question, the aim of this research is to understand the social representations of young people about the educational and social implications of Projeto Mundiar in their life project. For this we place this study to the theoretical and methodological field of social representations, more specifically in the procedural approach of Jodellet (2001) from the three-dimensionality that involves: a) subjects; b) contexts and c) effects. To show who the subjects are we start with the approach to youth with the authors Dayrell (2003), Serra Freire (2007), Ramos; Araújo (2013), Neves (2014) and Farias (2018). The context in which the young people who collaborated with this study are from a class of elementary school final years of the Mundiar Project of the State School of Elementary and High School Monsenhor Mâncio Ribeiro of Bragança-PA. We use Mesquita (2018) and Pará (2013; 2016) to talk about this context. The educational and social effects / implications are discussed with Leo; Dyraell; Reis (2011) and Klein; Arantes (2016). Data were collected through closed questionnaires (Gil, 2008) and semi-structured interviews (Minayo, 2009). The results show that these young people live in social and economic conditions that weaken their lives and jeopardize their future; his school trajectory of exclusion, little changes with his participation in the Mundiar Project, although this presents itself as the opportunity in the face of the stigma of incapable - subjects who do not learn and / or have difficulties learning - reinforces social inequality from of a school model that certifies, without ensuring the future possibilities of these young people, limiting them to underemployment.
|
