Sentidos atribuídos ao trabalho por alunos de uma escola pública da cidade de Fortaleza: (des)articulações com o ensino privado

Abstract

Literature demonstrates that work is a regulator of life in society and it still assumes a main role in social organization, despite a conjecture which questions its centrality. Some investigations also demonstrate the importance of associating children and work, since they already had knowledge and attributed meanings to this phenomenon, as from social experiences. Listening to them would be a way of accessing the (re) produced discourses about work in contemporaneity, thus revealing the social reality itself. The results obtained in the previous studies of the author have demonstrated the necessity to change from different territories of listening to expand the investigations about the work senses by children. Therefore, this study is based on the main objective of understanding the meanings attributed to work by students from a public school in the city of Fortaleza - CE to understand their (dis) approximations with the presented senses in the private education context. The research utilized the qualitative perspective and aimed to accomplish a methodology with drawings, semi-structured interviews and group meetings with the participating students, as well as the Content Analysis as a resource for the treatment of the constructed data during such intervention. The study made possible the continuity of the produced investigations previously by the author, even as their complementarity, making it possible to analyze the (dis) articulations with the obtained results in the private teaching network and to extend them, since the public school presents specificities in its teaching-learning process and its contacts networks with the socio-political-economic environment, extends research in the field of Psychology, especially in the area of Social Work Psychology and School / Educational Psychology. Lastly, by giving children the importance in their knowledge production and social intervention, promoting a grater interaction between this public and the society, and consequently a cohesive social intervention, as well as facilitating education that promotes human emancipation.