Escola e trabalho nas narrativas de educandos/as trabalhadores/as da Emem Liberato Salzano Vieira da Cunha, em Triunfo, RS.

Abstract

This study presents the results of a research whose main objective was to describe and analyze the difficulties and strategies for reconciling school and work highlighted in the self-narratives of young working students in high school at EMEM Liberato Salzano Vieira da Cunha, in Triunfo/RS. As specific objectives, the thesis sought to: a) Describe and analyze the perceptions about school and work in the narratives of young working students in a high school; b) Understand how spaces such as school and work come together, repel each other, and interrelate in the self-narratives of young working students; c) Describe the future expectations, regarding work and study, of young working students who are in high school; d) Contribute, through the development of autobiographical narratives, so that young working students in high school reflect on their life and work trajectories, giving them new meaning. In theoretical terms, the study is based on reflections by authors such as Antunes, on the theme of work; Enguita, Ciavatta and Saviani, on concepts and relationships between work and education; Carrano, Dayrell and Groppo (2020) are some of the main authors we rely on to understand issues related to young people and youth, while Tomazetti, Dayrel, Silva and Silveira, among others, support the discussion on school and high school. To use the autobiographical method, we mainly relied on Delory-Momberger's proposal for biographical workshops, as well as on Josso. This methodology is based on the production of self-writing with a view to developing life trajectories, both in the personal and professional sense of the subjects. The narratives were produced in several group meetings. Our hypothesis is that the self-narratives of young working high school students at EMEM Liberato Salzano Vieira da Cunha in Triunfo/RS reveal the difficulties and strategies for reconciling school and work, among which are the precarious working conditions to which students have to submit from a very early age. The main results of the study indicate that the young people who participated in the research had their first work experiences while they were still children, some as young as seven years old, and that the vast majority of them had their first contact with work within the family environment. In their autobiographies, the students emphasize the importance given to school, related to aspects such as sociability, diverse learning and especially the possibilities of better living conditions. In addition, the study found that almost all participants wanted to attend higher education. The study also revealed the great effort made by the young students to reconcile arduous and precarious workdays with attending school, which, according to several participants, does not meet their needs.Keywords: education and work; youth and high school; autobiographical narratives; high school.