Education to inhabit the contemporary world: perceptions of students in Catholic schools
DOI:
https://doi.org/10.24220/2318-0870v26e2021a5325Keywords:
Contemporary education. Teenagers. High School. Catholic school.Abstract
This article analyzes part of the data collected in a doctoral research on the place of Catholic schools in the contemporary educational scenario, based on the perception of various actors in education: managers, educators, pastoralists and students. Linked to the National University of Rosario, Argentina, the research defines as one of its objectives to problematize the perceptions of High School students about their experience of schooling. 157 students from 6 Catholic schools in Belo Horizonte/MG presented their perceptions of school life through a written questionnaire and a drawing. The data were analyzed using Qualitative Epistemology and its concept of subjective meanings. Based on their experience in the Catholic school, students evaluate how the plastered educational system prevents the development of more integral educational and focused on human development processes; report the traditionalism that runs through schooling today; demonstrate difficulty in identifying the school’s contribution to their formation and definition of life project; and attribute different meanings to school education, according to their trajectory in the Catholic school.
Downloads
References
Aguerrondo, I. Innovación, escuela y sistema educativo: el reto de la articulación entre niveles. In: Gvirtz, S.; Podestá, M. E.; Aguerrondo, I. Mejorar la gestión directiva en la escuela. Buenos Aires: Granica, 2017. p. 91-111.
Arias Valencia, M. M. La triangulación metodológica: sus principios, alcances y limitaciones. Revista Investigación y Educación en Enfermería, v. 18, n. 1, p. 13-26, 2000. Available from: https://pt.scribd.com/document/56428920/Arias-MM-La-triangulacion-metodologica-1-Sus-principios-alcances-y-limitaciones. Cited: Mar. 31, 2021.
Beard, A. Natural born learners: our incredible capacity to learn and how we can harness it. London: Weidenfeld and Nicolson, 2018.
Cea D’Ancona, M. A. Metodologia cuantitativa: estrategias y técnicas de investigación social. Madrid: Síntesis, 1996.
Dubet, F.; Martuccelli, D. En la escuela: sociología de la experiencia escolar. Buenos Aires: Losada, 1998.
Flick, U. Introdução à pesquisa qualitativa. 3. ed. Porto Alegre: Artmed, 2009.
Freire, P. Pedagogia da autonomia. São Paulo: Paz e Terra, 2011.
Freire, P. Por uma pedagogia da pergunta. São Paulo: Paz e Terra, 2014.
González Rey, F. Pesquisa qualitativa e subjetividade: os processos de construção da informação. São Paulo: Pioneira Thomson Learning, 2005.
González Rey, F.; Martínez, A. M. Subjetividade: teoria, epistemologia e método. Campinas: Editora Alínea, 2017.
Klein, A. M.; Arantes, V. A. Projetos de vida de jovens estudantes do Ensino Médio e a escola. Educação & Realidade, v. 41, n. 1, p. 135-154, 2016.
Natividade, M. R.; Coutinho, M. C.; Zanella, A. V. Desenho na pesquisa com crianças: análise na perspectiva histórico-cultural. Contextos Clínicos, v. 1, n. 1, p. 9-18, 2008.
Rascovan, S. E. Los caminos de la vida. In: Korinfeld, D.; Levy, D.; Rascovan, S. E. Adolescentes y adultos en la escuela: puntuaciones de época. Buenos Aires: Paidós, 2016. p. 241-267.
Rivas, A. ¿Qué hay que aprender hoy? De la escuela de las respuestas a la escuela de las preguntas. España: Fundación Santillana, 2019.
Romero, C. La institución escolar en la sociedad del conocimiento. In: Gvirtz, S.; Podestá, M. E.; Aguerrondo, I. Mejorar la gestión directiva en la escuela. Buenos Aires: Granica, 2017. p. 131-157.
Samaja, J. La triangulación metodológica (Pasos para una comprensión dialéctica de la combinación de métodos). In: II Taller Latinoamericano de Medicina Social, 1992, Caracas. Anales […]. Caracas: Universidad Central de Venezuela, 1992. p. 27-39.
Sautu, R. et al. La construcción del marco teórico en la investigación social. In: Dalle, P. et al. Manual de metodología: construcción del marco teórico, formulación de los objetivos y elección de la metodología. Buenos Aires: CLACSO, 2005. p. 29-81.
Serdyukov, P. Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, v. 10, n. 1, p. 4-33, 2017. https://doi.org/10.1108/JRIT-10-2016-0007.
United Nations Educational, Scientific and Cultural Organization. Rethinking Education: towards a global common good? Paris: UNESCO, 2015.
Van Velzen, W. et al. Making school improvement work: a conceptual guide to practice. Leuven: ACCO, 1985.
Vasilachis de Gialdino, I. Métodos cualitativos I: los problemas teórico-metodológicos. Buenos Aires: ECEGraph, 1992.
Vygotsky, L. S. The psychology of art. Cambridge: MIT Press, 1995. Available from: https://www.marxists.org/archive/vygotsky/ works/1925/art11.htm. Cited: Mar. 31,2021.
