Violência curricular e resistência secundarista : memórias, narrativas e experiências de emancipação no Ensino Médio.

Abstract

This work is the result of a doctoral research in Education whose general objective is to analyze high school occupations in Brazil based on the Curricular Violence denounced by young people in 2016, identifying what they announced as experiences of resistance and curricular emancipation in High School. The specific objectives were: a) to identify, describe and analyze the forms of manifestations of Curricular Violence that influenced the occupations; b) understand the curricular experiences developed during high school occupations, identifying what and how young people expressed themselves to propose a critical curriculum; c) understand the meaning of occupations for occupationist students and their contributions in terms of proposals for curricular changes in high school. Methodologically, the research resulted from bibliographical analysis and empirical research with the realization and analysis of narrative interviews. The results of the analyzes of the narrative interviews showed us that high school occupations in 2016 in Brazil did not result only from macrostructural conditions, such as PEC 746/2016, BNCC, PEC 55/2016 and the “Escola Sem Partido” Project, but of conditions and practices of Curricular Violence suffered by students in public schools for years. It was also found that these macrostructural conditions were seen as limit situations that triggered limit acts (occupations) and that in them the students had the possibility of visualizing the unpublished-feasible, that is, the conditions for Being More. Another relevant point to be taken into account is that the students, before occupying the schools, studied and planned their actions, researched and debated them in order to know the real implications in the school practice and in their lives. Finally, we consider that high school students used different forms of resistance that went beyond the tactics employed by classic social movements [street demonstrations, posters, occupations of public spaces, etc.] and developed their own curriculum, collectively, which considered situations experienced by them, that is, the concrete context of their subjects. This curricular construction during the occupations we consider as experiences of curricular emancipation in High School.