Terminei a escola, e agora? : trajetórias dos jovens egressos do Colégio Estadual José de Godói (Porto Alegre/RS, 2010-2016)

Abstract

This thesis aimed to research the trajectories of the young graduates of the Cândido José de Godói State School, between 2010 and 2016, from the theoretical assumptions of Pierre Bourdieu and Bernard Lahire. This institution has always been linked to high school education and since 1954 is located in the Navegantes neighborhood, north zone of Porto Alegre (RS). The choice of location occurred from the experiences of the researcher, who was a teacher at Godói College for four years. The temporal cut is justified from legislative changes related to this teaching stage. In 2009, Constitutional Amendment No. 59 was enacted, which inserted high school within basic, compulsory and free national education. In this way, the students who entered high school in 2010 were the first to enter this new compulsory educational stage. The research period ends in 2016, as in 2017 another reform was announced by the federal government through Law No. 13,415 of February 2017. The main objective of the research is to analyze the trajectories of the young people who completed high school at the Cândido José de Godói State School during the stipulated period for the analysis (2010-2016). The specific objective intends to investigate if young people consider that there was any contribution of high school in their experiences after parting school. For this analysis, Pierre Bourdieu's theoretical approaches to trajectories, based on the articulation of the concepts of capital, field and habitus, were considered important for the development of the research. In addition, Bernard Lahire's studies of the processes of schooling of the popular classes, and other texts that dialogue and discuss with Pierre Bourdieu's assumptions, were examined for the elaboration of the research. For the construction of the data, the minutes of the final results of diurnal classes of first, second and third years of the Godói College were analyzed between 2010 and 2016, seeking to assess the trajectory of these students within the institution. In addition, it was created an online questionnaire with forty-three questions that was made available on Facebook for former students to answer. In total, 167 subjects answered the questions from a universe of 1,859 young people enrolled at Godói College in the period defined for the research. Subsequently, there were 15 face-to-face interviews between late 2018 and early 2019 with young people who agreed to participate and indicated this option in the questionnaire. From the results, it can be stated that the Godói College has relevance within the public educational field of Porto Alegre. The former students indicate to their families and acquaintances this institution for being recognized as an establishment that values education and preparation for the entrance exam or Enem. Of the trajectories, most respondents and interviewed have had “successful” pathways, entering higher education or technical education, with life and study possibilities that their guardians did not have. In the same way, this “success” is accompanied by many difficulties, whether due to the social spaces in which they are new, the prejudice related to their social or racial condition, the search for cultural and economic capital, the relationships established in different environments (professionals, family, study, etc.). Keywords: High school. Youth. Trajectory; public school; Colégio Godói.