Contribuições do Ensino Médio para uma formação para democracia e liberdade

• Ano de defesa: 2026
• Autor(a) principal: Nakasone, Tatiane Mayumi
• Orientador(a): Gimenes, Nelson Antonio Simão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Formação política; Democracia; Liberdade
• Palavras-chave em Inglês: Political education; Democracy; Freedom
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/46752

This study aims to investigate how high school can contribute to education for democracy and freedom, based on the meanings young people attribute to their experiences during this stage of basic education. To clarify what is understood as democracy and freedom in this research, we draw on the concepts of substantive democracy and positive and negative freedom, integrating them with critical perspectives that highlight the contradictions of democracy and freedom in the Brazilian context, primarily through a Freirean lens. The research question that motivated this investigation is: In what ways do young people interpret their high school experiences as contributing to their education for democracy and freedom? The research participants are young people who currently take part in or previously took part in Escola Comum, a non-formal, non-partisan educational organization that annually welcomes peripheral youth aged 16 to 21 who seek political education. Thus, the main objective of the research is to analyze the meanings that young people attribute to their high school experiences which, in their view, contributed to their education for democracy and freedom. The applied approach was qualitative, exploratory in nature, and the methodological foundation used for producing and analyzing information was the socio-historical approach, guided by an understanding of objective social reality and the constitution of subjects’ subjectivity through a dialectical relationship. Focus groups were used as the instrument for producing information, and meaning cores (núcleos de significação) were used as the analytical proposal. The research resulted in six meaning cores: the school understood as a sectarian institution, marked by indifference rather than hope; the importance of teachers who act as authors rather than mere spectators, integrating themselves into the school reality; the contradictions within the objective reality of peripheral youth as relevant mediations for critical political participation; the sense of belonging that begins with being welcomed at school and continues through the occupation of other spaces; the development of political participation through praxis rather than merely through protocol; and the re-signification of politics as a space of dialogue and tolerance, rather than sectarianism and silencing