Os estudantes de ensino médio de Inhumas: contextos, percepções e projetos de vida

Abstract

This study is linked to the Graduate Program in Education (PPGE) at the State University of Goiás (UEG), Inhumas University Unit, inserted in the research line Work, State, and Educational Policies. In this dissertation, we analyze the advancement of neoliberal policies on Brazilian education and how these policies directly impact students' lives, aiming to bring them and their perceptions into the center of the debate. Thus, the object of study of this work is high school students in Inhumas and the relationship between the contexts in which they are immersed and their future perspectives, guided by the neoliberal conception of life project. The focus was on investigating the profile of these students and their relationships in the social space, with the research problem guided by the following question: What are the future perspectives of high school students in Inhumas, guided by the neoliberal conception of life project? The general objective was to analyze the future perspectives of high school students in the city of Inhumas, guided by the relationship with the elements of the curricular component Life Project. Initially, we systematized the accumulated knowledge, characterized as bibliographic and documentary research. Then, we applied questionnaires to the students. To assist in the analysis of this object, we relied on a theoretical framework anchored in questions that the philosopher, ethnologist, and sociologist Pierre Bourdieu (1930-2002) used in his research. These theoretical contributions, beyond conceptual, also bring methodological contributions built over decades, with three central aspects considered: praxiological knowledge, habitus construction, and the disposition of different capitals in the dispute for positions in the power field. The research is structured into three chapters, each dedicated to a specific aspect of the theme under analysis. In the first chapter, we address neoliberal rationality and its impact on state structures. In the second chapter, we analyze the social space where the field research was conducted, relating it to the contemporary political and educational context. The third chapter presents the analysis of the data obtained through field research. In the final considerations, we seek to provide an analysis and critical reflection on the fundamental issues addressed in this work. It is noted that students' future perspectives are deeply intertwined with the context in which they are immersed. This interconnection is, first and foremost, in the educational field, shaped by the neoliberal nature of school education, which, among other elements, uses a curricular component for this purpose - the Life Project - and at the same time, on a broader level, is linked to the different types of capital available to these students.