Rethinking the curriculum from schools’ occupations

Authors

  • Mário Augusto Correia San Segundo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
  • Ricardo Gonçalves Severo Universidade Federal do Rio Grande (FURG)

DOI:

https://doi.org/10.5212/PraxEduc.v.14n3.017

Abstract

In May 2016, more than 150 school occupations by its students began in the state of Rio Grande do Sul, Brazil. In this paper, it is analyzed how occupations and interpretations by students with regard to the education offered in schools can help to reflect on the theme of the school curriculum and the role of the school in the political socialization of youth. As sources, the transcribed reports of eleven discussion groups that were carried out with students who participated in the occupations in the cities of Porto Alegre, Pelotas and Rio Grande were used, as well as the sixty-five individual questionnaires with data collected after the discussion groups were held. The research employed the assumptions of the documentary method proposed by Ralf Bohnsack and Wivian Weller, which seeks to construct categories according to the reference group.

 

Keywords: Youth. Socialization. Occupation of schools.

Author Biographies

  • Mário Augusto Correia San Segundo, Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
    Docente do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) - Campus Viamão, onde atualmente atua como Diretor de Ensino. Doutorando em Educação na Universidade Federal do Rio Grande do Sul (UFRGS). Possui mestrado em História pela UFRGS (2009) e graduação em Licenciatura em História pela Universidade Federal de Pelotas(UFPel) (2006). Foi Docente de educação básica e superior no Instituto Federal de Educação, Ciência e Tecnologia Farroupilha - Campus Alegrete-RS, onde atuou também como Coordenador de Ensino do Turno da Noite, Coordenador de Ações Inclusivas, membro do Núcleo de Estudos Afro-brasileiros e Indígenas (NEABI) e do Colegiado de Ensino Pesquisa e Extensão (CEPE).
  • Ricardo Gonçalves Severo, Universidade Federal do Rio Grande (FURG)

    Professor da Universidade Federal do Rio Grande (FURG). Possui graduação (Bacharelado e Licenciatura) em Ciências Sociais pela Universidade Federal de Pelotas (2005; 2008), mestrado em Ciências Sociais pela Universidade Federal de Pelotas (2008) e Doutorado em Ciências Sociais pela PUCRS (2014), com área de concentração em sociologia política. Trabalha com o tema movimentos sociais, ativismo político, juventudes e educação.

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Published

2019-09-23

Issue

Vol. 14 No. 3 (2019): Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas

Section

Dossiê: Jovens e ativismos em (des)construção: socializações e (in)ações políticas

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How to Cite

Rethinking the curriculum from schools’ occupations. Práxis Educativa, [S. l.], v. 14, n. 3, p. 1104–1120, 2019. DOI: 10.5212/PraxEduc.v.14n3.017. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/13507. Acesso em: 14 may. 2026.