Repercussões do Itinerário Formativo Projeto de Vida no processo de escolarização de jovens estudantes do Ensino Médio

Abstract

This dissertation investigates the repercussions of the Life Project Training Itinerary on the schooling process of young high school students at the Professor Plínio Ribeiro State School (Normal School) in Montes Claros (MG). The study is situated in the context of the implementation of the New High School (NEM), instituted by Law No. 13,415/2017, a reform that, despite its rhetoric of flexibility, is criticized for institutionalizing educational dualism under a utilitarian and neoliberal guise. The research is based on the conceptual premise that the place of schooling in young people's future plans should not be viewed in isolation, since, according to Velho (2003), individuals anticipate their future based on an individual plan, which is the basic tool for negotiating reality. Thus, the “Life Plan” educational pathway could serve as a guiding framework for young people in shaping their professional future. It is observed, however, that the market-oriented emphasis of the NEM and the reduction of Basic General Education perpetuate the distinction between education aimed at social advancement and that which merely equips young people for precarious entry into the labor market. In this context, the study seeks to map the research produced in Brazil on life projects as educational pathways in secondary education, analyze the Life Project Educational Pathway in terms of concepts, guiding principles, and methodological strategies set out in legal documents, and investigate how the pathway is perceived and evaluated by young people, as well as the role they attribute to schooling in their life projects. Methodologically, a qualitative critical-analytical approach is adopted, structured around a bibliographic survey, document analysis (BNCC, 2018; RCMG, 2018; PPP, 2019), participant observation over a six-month period and empirical research via focus groups and questionnaires, organized following initial contact with the research participants, which also guided the selection of the sample. The theoretical framework is based on authors such as Paulo Freire (1987), Dermeval Saviani (2021), Miguel Arroyo (2011/2013), Juarez Dayrell (2007), Anna Donato Teixeira (2021), and bell hooks (2013). The results show that what is officially proposed does not materialize in the classroom, revealing a pedagogical void and a “pedagogy of results” that neglects systematic knowledge. It is concluded that the Life Project, without a solid instrumental basis, becomes a mechanism for individual accountability, failing to provide the necessary tools for popular youth, mostly black, to transform their realities