O território escolar em disputa: uma análise da ocupação dos estudantes secundaristas no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (outubro de 2016)

• Ano de defesa: 2022
• Autor(a) principal: Araujo, Aline Paes de
• Orientador(a): Paz, Rosangela Dias Oliveira da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Serviço Social
• Departamento: Faculdade de Ciências Sociais
• País: Brasil
• Palavras-chave em Português: Ocupação estudantil; Estudantes secundaristas; Movimento estudantil; Instituto Federal; Território escolar
• Palavras-chave em Inglês: Student occupation; High school students; Student movement; Federal Institute; School territory
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/30274

This thesis has as its object of analysis the occupation of high school students at the Federal Institute of Education, Science and Technology of São Paulo (IFSP), which took place in October 2016. From an agenda against setbacks in public education policy and for the defense of democracy, the wave of student occupations in Brazil that started in 2015 comprises a broad period of popular demonstrations in the country from June 2013 onwards, which had as a striking feature the presence of youth in the streets and in acts. The occupation of the IFSP, however, differed from the other occupations that took place in the Federal Network of Professional, Scientific and Technological Education (EPCT), as the act was carried out in the Institute's Rectory, generating conflicts and disputes over the school territory that extended from the world real to virtual. In this sense, the purpose of this thesis is to unveil this dispute beyond its appearance, capturing its essence as recommended by the Marxist method, reference for this study. The methodology used was qualitative research developed in three phases: bibliographic research, documentary research (with the analysis of publications carried out on social networks and the use of statistical and institutional data on the profile of students and education workers at the national level, in the EPCT and IFSP) and field research (with interviews and conversation circles guided by a semi-structured questionnaire and the application of electronic forms). The methodological approach aimed to listen to all the actors participating in the occupation (active or passive), so that they could express their impressions, opinions, experiences and learning, namely: students who participated in the occupation, IFSP managers, technical servers administrative staff working at the Rectory, teachers and trade union representatives. As a main result, we identified that the conflict present in the dispute over school territory reflects the struggle of social classes. This conflict, intrinsic to the capitalist mode of production and which aims to fight for hegemony, is mediated by the State, which guarantees the maintenance of hegemony by the dominant class through the use of the social category of public servants to defend their interests through acting in the state public policies. In the case under study, the dispute over school territory translates the dispute over the hegemony of the public education project aimed at the working class (as secondary professional education is characterized in Brazil). The youth, in turn, understood in its plurality and organized through the student movement, is configured as a movement of resistance to the project of the ruling class. This conflict, however, is unequal and permeated by the neoliberal and neoconservative discourse in force in Brazil since 2014, which reached its peak with the 2016 coup and the election of a far-right government in 2018. The setbacks in education policy, allies to the political events that took place until mid-2022, confirm the dispute over the public education project and, consequently, for the project of a developing society in the country