A participação dos estudantes no processo de construção do referencial curricular gaúcho para o ensino médio: de que protagonismo estamos falando?

Abstract

The present research, bound to the area of educational policies and developed together with PPGEDU/UPF, is carried out through a study of a basic and exploratory nature regarding the objectives, qualitative regarding the approach to the problem, and regarding the procedures. The general objective is to analyze the form (or level) of student participation and protagonism in the process of elaborating the curriculum policy of High School Referencial Curricular Gaucho. The research problem seeks to answer the following question: What`s the form (or level) of participation and protagonism of gaucho students in the elaboration of High School Referencial Curricular Gaucho as foreseen and disseminated by the New High School proposal? Seem in this terms, the study adopts the hypothesis that high school students were given participatory spaces during the elaboration of the curricular reference, but that, the participatory exercise occurred in a manipulated and decorative way and didn`t provide young people with the development of youth protagonism. The reason for this is that weren`t developed in which youngers could perceive themselves as authors in the educational process, in an autonomous, responsible and authentic way. The corpus of the textual analysis is based on the document of the Referencial Curricular Gaucho (2021) and in documents and information found and recorded by researchers such as Silva and Krawczyk (2016), Krawczyk and Ferreti (2017), Silva (2018), Uczak , Bernardi and Rossi (2020), Chagas and Luce (2020), Oliveira and Silveira (2020), Silveira, Silva and Oliveira (2021), Silva and Viera (2021), Silveira, Silva and Oliveira (2021), Silva, Bellenzier , Centenaro and Guerra (2022), among others. In addition, some elements related to Projeto de Lei (PL) 34/2016, Provisional Measure (PM) No. 746/2016 and Law No. 13.415/2017 were important to understand the scenario of approvals and determinations. The literature review related to studies on youth, participation and protagonism guide the construction of the guiding categories of the analysis regarding youth participation. To support this purpose, the following authors are taken as: Dayrell (2003), Ferreti, Zibas and Tartuce (2004), Costa and Vieira (2006), Souza (2009), Stamato (2009), Dayrell and Carrano (2014), Weller (2014), Leão and Santos (2018), Demo and Silva (2020), among others. As the main conclusion of the study, it was identified that the discourse of student participation and protagonism is very strong and is well tied through theories that defend these processes. However, it`s noteworthy that the hypothesis initially raised was confirmed during the studies. Therefore, it`s identified that the discourse of the policy text doesn`t meet what actually occurred in the process of formulating the policy of Referencial Curricular Gaucho, demonstrating that participatory movements sometimes occurred, but in a manipulated way. This finding shows that the widespread protagonism and would allow to students to learn as authors of their training processes, in an autonomous, full and collaborative way - didn`t happen.