Cidadania no ensino médio: propostas para a aula de formação cidadã em escolas públicas

Abstract

This Master's thesis proposes a five-lesson didactic sequence for the Citizenship Education (FC) component, structured around a methodological flow that articulates legislative analysis, the production of lesson plans, diagnosis, and the application of the proposal. The research begins with a curricular and bibliographic analysis, investigating the LDB, BNCC, and DCRC to map the space of Political Science within the New High School curriculum. The core of the methodology lies in the diagnosis of students' prior knowledge regarding citizenship and in the fieldwork. Conducted at a public school in Caucaia, Ceará, the investigation of teachers' and students' perceptions allowed for the identification of real daily school challenges. Based on this diagnosis, pedagogical materials were developed, resulting in a didactic sequence designed to convert empty or underutilized spaces into instances of effective learning. It is concluded that the strengthening of political education depends on pedagogical tools rooted in local reality. Such tools are fundamental for enhancing teaching practice, overcoming curricular fragmentation, and ensuring quality education for the youth.