Ensino médio, escola plena e o projeto de vida : entre o trajeto planejado, o vivido e o (im)possível

Abstract

In the last decades, the public schools have rehearsed several experiences of expanding the workload and full-time education in order to meet educational policies and contemporary trends. However, in this path, high school is still being considered under the debate between two dichotomous agendas: between productive transformation and social equity. Maintaining this dichotomy, the high school curriculum has been the subject of dispute between conservative and progressive sectors. In the context of the expansion of full-time education, in 2017 the state of Mato Grosso implemented its high-school project full-time, bringing in its curriculum the discipline Project of Life, and the student's life project as the central axis. Therefore, the object of this research is defined as the discipline "Project of Life" in the curricular context of fulltime high schools called "Full Schools". As a general objective, the development of this discipline in public schools that implemented the Escola Plena project in the state of Mato Grosso was analyzed. Methodologically, a qualitative research was carried out, more specifically a case study, which used methodological bricolage, thus diversifying the research instruments and techniques. The results say of a project strongly aligned with the managerial pedagogy and of results in a liberal-bourgeois perspective that aims to attend primarily to the needs of the market, making subjects responsible for their failures and / or successes.