Professores do ensino médio desbravando trilhas nos meandros da in/exclusão social: desconstruindo preconceitos, reconstruindo caminhos, sociopoetizando

Abstract

This Master dissertation is arising from studies and reflexions that gave substract to a research stricto sensu level for the Academic Master Course in Teaching of the Federal University of the Pampa – Campus Bagé (MAE/ UNIPAMPA). Research, this one, born in the hope of a wider and open discussion to questions that intersect the processes of social in/exclusion. Our research general objective was to investigate the prejudices related to the youth on the teaching practices of High School teachers, on a periphery public school from the city of Bagé (RS), in the perspective of discussing the social inclusion of everybody, in the school context. The research is organized in the shape of a social qualitative research, of the study case type and, like developing methodology, used the sociopoetics purposes. It had as investigation field, a public school institution, from the teaching state system which offers High School stage, located in the urban periphery of Bagé (RS), in the period of august to december of the year of 2018. Fourteen (14) High School teachers were the subject of the work. The constructed data were also analysed in the sociopoetics purpose basis, being categorization analysis, transversal studies and the philosophical study. As results of the investigative process, we detach that the teaching practice of the teachers are build from many knowledges which are added in the teaching/learning/teaching walk of all the envolved ones, that the prejudices were dissolved in the deconstruction that must have, once that the constituded youth are considered and received like “links with” knowledges, culture, identity; and, on our understanding, became evident on how much the critical role and transformational in the teacher thinking, can develop through theories and reflexive practices, educational activities of emancipatory character, reserving to the school education an important role in the social transformation. At last, we renewed and strenghthened our believe in the education power and found out that more than ever we must resist in favour of an involved and released education in the formation of all and for all.