A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem?
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/30264 |
Resumo: | This thesis is linked to the line of research on public educational policies, educational practices and their interfaces of the Postgraduate Program in Education of the Federal University of Santa Maria. It had a research problem: in what way are the processes of social (in)justice experienced by young people in the public high schools of Santa Maria/RS?. The general objective was "to analyze the processes of social (in)justice experienced by young people from a public high school in Santa Maria/RS", with the following specific objectives: To verify the presence of social justice approaches in public policies in education; Identify the profile of young people in a public high school in Santa Maria; Verify the presence of social (in)justice cases in a public high school; Understand young people's conceptions about (In)Social Justice and its relationship with education. This was a qualitative approach investigation that carried out a documentary research and a case study on the processes of social (in)justice experienced by high school youth, having as an instrument data survey, besides documentary research, the use of questionnaire. The thesis has as categories: high school, youth and youth conditions and social justice and their approaches to redistribution, recognition, participation and justice as equality. Theoretical support included Rawls (2000a, 2000b, 2003), Fraser (2002; 2006), Nussbaum (2013; 2015), Connell (2006), Brandão (2010), Silva (2016), Abramo (2005), Margulis and Urresti (2000), among others, Also taking as a theoretical subsidy some legal documents that guide brazilian education. From this research we defend the thesis that the processes of social (in)justice pass through the day to day of the students, transcending the school context, directly influencing it from small movements and actions like the right and access to education itself, the recognition of the cultures of these young people by the school, making them feel belonging to this place, context and reality and the processes of participation, which are still clearly little explored by the school community. These approaches to social justice can be developed and improved from a democratic education, proposed by Nussbaum (2015) and liberating, proposed by Freire (2011) considering curricular justice through the look of the cultures of disadvantaged groups, in building a counter-hegemonic curriculum, which is proposed by Connell (2006). |
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2023-09-22T20:44:04Z2023-09-22T20:44:04Z2023-06-23http://repositorio.ufsm.br/handle/1/30264This thesis is linked to the line of research on public educational policies, educational practices and their interfaces of the Postgraduate Program in Education of the Federal University of Santa Maria. It had a research problem: in what way are the processes of social (in)justice experienced by young people in the public high schools of Santa Maria/RS?. The general objective was "to analyze the processes of social (in)justice experienced by young people from a public high school in Santa Maria/RS", with the following specific objectives: To verify the presence of social justice approaches in public policies in education; Identify the profile of young people in a public high school in Santa Maria; Verify the presence of social (in)justice cases in a public high school; Understand young people's conceptions about (In)Social Justice and its relationship with education. This was a qualitative approach investigation that carried out a documentary research and a case study on the processes of social (in)justice experienced by high school youth, having as an instrument data survey, besides documentary research, the use of questionnaire. The thesis has as categories: high school, youth and youth conditions and social justice and their approaches to redistribution, recognition, participation and justice as equality. Theoretical support included Rawls (2000a, 2000b, 2003), Fraser (2002; 2006), Nussbaum (2013; 2015), Connell (2006), Brandão (2010), Silva (2016), Abramo (2005), Margulis and Urresti (2000), among others, Also taking as a theoretical subsidy some legal documents that guide brazilian education. From this research we defend the thesis that the processes of social (in)justice pass through the day to day of the students, transcending the school context, directly influencing it from small movements and actions like the right and access to education itself, the recognition of the cultures of these young people by the school, making them feel belonging to this place, context and reality and the processes of participation, which are still clearly little explored by the school community. These approaches to social justice can be developed and improved from a democratic education, proposed by Nussbaum (2015) and liberating, proposed by Freire (2011) considering curricular justice through the look of the cultures of disadvantaged groups, in building a counter-hegemonic curriculum, which is proposed by Connell (2006).A presente tese está vinculada à linha de pesquisa políticas públicas educacionais, práticas educativas e suas interfaces do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Teve por problema de pesquisa: de que maneira os processos de (in)justiça social são vivenciados pelos jovens nas escolas públicas de ensino médio de Santa Maria/RS?. O objetivo geral foi “analisar os processos de (in)justiça social vivenciados por jovens de uma escola pública de ensino médio de Santa Maria/RS”, tendo ainda como objetivos específicos: Verificar a presença de abordagens de justiça social nas políticas públicas em educação; Identificar o perfil dos jovens em uma escola pública de ensino médio de Santa Maria; Verificar a presença de processos de (in)justiça social em uma escola pública de ensino médio; Compreender as concepções dos jovens sobre (In)Justiça Social e sua relação com a educação. Esta foi uma investigação de abordagem qualitativa que realizou uma pesquisa documental e um estudo de caso sobre os processos de (in)justiça social vivenciados por jovens do ensino médio, tendo como instrumento de levantamento de dados, além da pesquisa documental, o uso de questionário. A tese tem como categorias: o ensino médio, as juventudes e as condições juvenis e a justiça social e suas abordagens de redistribuição, reconhecimento, participação e justiça como igualdade. O aporte teórico contou com Rawls (2000a, 2000b, 2003), Fraser (2002;2006), Nussbaum (2013;2015), Connell (2006), Brandão (2010), Silva (2016), Abramo (2005), Margulis e Urresti (2000), entre outros autores, trazendo ainda como subsídio teórico alguns documentos legais que norteiam a educação brasileira. A partir desta pesquisa defendemos a tese de que os processos de (in)justiça social perpassam o cotidiano dos estudantes, transcendendo o contexto escolar, influenciando-o diretamente a partir de pequenos movimentos e ações como o próprio direito e acesso à educação, o reconhecimento das culturas destes jovens pela escola, fazendo com que se sintam pertencentes a este lugar, contexto e realidade e os processos de participação, que ainda são nitidamente pouco explorados pela comunidade escolar. Estas abordagens de justiça social podem ser desenvolvidas e aprimoradas a partir de uma educação democrática, proposta por Nussbaum (2015) e libertadora, proposta por Freire (2011) considerando a justiça curricular através do olhar das culturas dos grupos desfavorecidos, na construção de um currículo contrahegemônico, o que é proposto por Connell (2006).porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino MédioRedistribuiçãoReconhecimentoParticipaçãoIgualdadeHigh schoolRedistributionRecognitionParticipationEqualityCNPQ::CIENCIAS HUMANAS::EDUCACAOA (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem?Social (in)justice in a public high school in Santa Maria/RS: what do young people say?info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisRamos, Nara Vieirahttp://lattes.cnpq.br/3258515109652211Batista, Neusa ChavesSarturi, Rosane CarneiroSalva, SueliSilveira, Éder da SilvaMinussi, Valéria Pereira700800000006600600600600600600600dba3417e-837f-4684-bb69-14cbc479663d423df6cc-dc64-4758-8226-571fd6b55a212e264034-d77b-4396-a41d-da1188ff0b4edb5f8227-0206-426a-8816-8ee86717f30e89213afe-c09e-463e-8fa8-8a07378a23b1b254fa3d-700d-4b2a-a42c-881a62dc0d23reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2023_MINUSSI _VALERIA.pdfTES_PPGEDUCACAO_2023_MINUSSI _VALERIA.pdfTese de doutoradoapplication/pdf2664985http://repositorio.ufsm.br/bitstream/1/30264/1/TES_PPGEDUCACAO_2023_MINUSSI%20_VALERIA.pdf71b57b9e3b3e7d85a66eca0cdd4c9fdbMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
dc.title.alternative.eng.fl_str_mv |
Social (in)justice in a public high school in Santa Maria/RS: what do young people say? |
title |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
spellingShingle |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? Minussi, Valéria Pereira Ensino Médio Redistribuição Reconhecimento Participação Igualdade High school Redistribution Recognition Participation Equality CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
title_full |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
title_fullStr |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
title_full_unstemmed |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
title_sort |
A (in)justiça social em uma escola pública de ensino médio em Santa Maria/RS: o que os/as jovens dizem? |
author |
Minussi, Valéria Pereira |
author_facet |
Minussi, Valéria Pereira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ramos, Nara Vieira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3258515109652211 |
dc.contributor.referee1.fl_str_mv |
Batista, Neusa Chaves |
dc.contributor.referee2.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.referee3.fl_str_mv |
Salva, Sueli |
dc.contributor.referee4.fl_str_mv |
Silveira, Éder da Silva |
dc.contributor.author.fl_str_mv |
Minussi, Valéria Pereira |
contributor_str_mv |
Ramos, Nara Vieira Batista, Neusa Chaves Sarturi, Rosane Carneiro Salva, Sueli Silveira, Éder da Silva |
dc.subject.por.fl_str_mv |
Ensino Médio Redistribuição Reconhecimento Participação Igualdade |
topic |
Ensino Médio Redistribuição Reconhecimento Participação Igualdade High school Redistribution Recognition Participation Equality CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
High school Redistribution Recognition Participation Equality |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis is linked to the line of research on public educational policies, educational practices and their interfaces of the Postgraduate Program in Education of the Federal University of Santa Maria. It had a research problem: in what way are the processes of social (in)justice experienced by young people in the public high schools of Santa Maria/RS?. The general objective was "to analyze the processes of social (in)justice experienced by young people from a public high school in Santa Maria/RS", with the following specific objectives: To verify the presence of social justice approaches in public policies in education; Identify the profile of young people in a public high school in Santa Maria; Verify the presence of social (in)justice cases in a public high school; Understand young people's conceptions about (In)Social Justice and its relationship with education. This was a qualitative approach investigation that carried out a documentary research and a case study on the processes of social (in)justice experienced by high school youth, having as an instrument data survey, besides documentary research, the use of questionnaire. The thesis has as categories: high school, youth and youth conditions and social justice and their approaches to redistribution, recognition, participation and justice as equality. Theoretical support included Rawls (2000a, 2000b, 2003), Fraser (2002; 2006), Nussbaum (2013; 2015), Connell (2006), Brandão (2010), Silva (2016), Abramo (2005), Margulis and Urresti (2000), among others, Also taking as a theoretical subsidy some legal documents that guide brazilian education. From this research we defend the thesis that the processes of social (in)justice pass through the day to day of the students, transcending the school context, directly influencing it from small movements and actions like the right and access to education itself, the recognition of the cultures of these young people by the school, making them feel belonging to this place, context and reality and the processes of participation, which are still clearly little explored by the school community. These approaches to social justice can be developed and improved from a democratic education, proposed by Nussbaum (2015) and liberating, proposed by Freire (2011) considering curricular justice through the look of the cultures of disadvantaged groups, in building a counter-hegemonic curriculum, which is proposed by Connell (2006). |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-09-22T20:44:04Z |
dc.date.available.fl_str_mv |
2023-09-22T20:44:04Z |
dc.date.issued.fl_str_mv |
2023-06-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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http://repositorio.ufsm.br/handle/1/30264 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 600 600 |
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Universidade Federal de Santa Maria Centro de Educação |
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Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Educação |
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