Os sentidos atribuídos à escola e ao trabalho por jovens da educação secundária : um estudo em uma instituição educativa de Lima no Peru.

Abstract

Given the increasing unpredictability of life's course, and facing an educational system and a labor market that have failed to guarantee the fulfillment of aspirations due to structural precariousness and a lack of objective opportunities, disbelief, uncertainty, and fear regarding the future are experienced by a large portion of young people worldwide. Therefore, it is pertinent to question what meanings are attributed to school and work by young people in secondary education. To this end, this study adheres to the Research Line in Contemporary Clinical Practices, Public Policies, and Mental Health, as it sought to understand the meanings attributed by young people to school and work. Furthermore, semi-structured interviews were conducted, followed by a feedback session with young people aged 15 to 16 enrolled in secondary education at the Santa Teresa de Villa Educational Institution in the Chorrillos district of Lima, Peru. This research/intervention is characterized as an exploratory study with a qualitative approach. The data analysis utilized the principles of Social Constructionism as proposed by Mary Jane Spink. Based on this analysis, the card game "Tunkiando" was created as a technical product derived from the study's results, with the central objective of promoting dialogue and reflection on the meanings attributed by young people to school and work. This study sought to give visibility to being/being in school, analyzing the narratives linked to the experiences of young people in secondary education, and how these narratives produce certain effects on their perspectives on the future and work.