A importância da educação política nas escolas: uma análise da dificuldade de efetivação do exercício da cidadania no Brasil

• Ano de defesa: 2025
• Autor(a) principal: Isabela Munhoz Braga
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Direito à educação - Aspectos políticos; Educação - Política e governo; Cidadania
• Link de acesso: https://hdl.handle.net/1843/82129

This dissertation investigates the impact of basic education on the civic formation of Brazilian students, analyzing their ability to understand and exercise their rights and duties. The study is based on the premise that citizenship is a process built through formal and informal education, with schools being an essential institution for the development of critical and participatory skills. For this purpose, the Exame Nacional do Ensino Médio (Enem) was used as the object of analysis, focusing on the essay section of the regular 2021 exam, whose theme was “Invisibility and civil registration: ensuring access to citizenship in Brazil”. The main objective of the research is to assess whether students demonstrate civic proficiency when arguing about socially and politically relevant topics, as well as to identify the main difficulties encountered in this process. The adopted methodology involved two complementary qualitative analyses. The first, called the Level of Civic Proficiency, classified the essays based on six criteria, categorizing the texts into four performance levels: poor, fair, good, and excellent. The second analysis, titled Discursive Study of Selected Excerpts, explored in depth the argumentative patterns, conceptual gaps, and sociocultural repertoires mobilized by the participants. The results reveal that most students were classified in the intermediate categories, demonstrating difficulties in articulating ideas, identifying causes, and formulating coherent intervention proposals. Additionally, significant disparities were observed between public and private school students, indicating that socioeconomic factors may directly influence the level of civic proficiency. The research concludes that, although educational guidelines establish civic formation as a goal of basic education, schools have yet to fulfill this role effectively, making it essential to implement curricular and methodological strategies that strengthen critical thinking and active student participation.