O espaço escolar frente às identidades e trajetórias estudantis no IFBA-Seabra

Abstract

This research was based on an intercultural, interdisciplinary education perspective, based on the understanding that students' knowledge and affections must be the starting point for didactics and teaching policy. In the context of IFBA-Seabra, students arrive at the institution with different backgrounds, experiences and trajectories, which are often unknown or ignored by the institution, which generates a feeling of inadequacy and discomfort on the part of these young people. Can the institution, as a space that receives a great diversity of students from 1 different cultures, manage to dialogue with the affective, cultural and symbolic trajectories of students? In view of this, the present study aims to understand the relationships of identity and belonging of students with their territories of existence, based on the analysis of personal reports presented in an interdisciplinary activity, by students in the second year of integrated high school on the Middle School course. Environment. The methodological direction was based on the qualitative and quantitative approach to the students' reports, and the content analysis method was used to analyze and understand the texts. In total, 192 reports from 48 students were analyzed, with 10 to 15 lines about each of the chosen places, reaching a total of 13 place categories. Then, they were analyzed using the frequency technique, through which it was verified which were the most recurrent expressions in the texts and relevance analysis, which allowed observing which themes identified in the reports would give rise to significant connections to be developed. This stage resulted in the grouping of socio-emotional relationships with places, which helped in the discussion about emotions and spaces of affection, further reinforcing the urgency of pedagogical paths that include distinct identities and trajectories that help in building a feeling of belonging.