Projetos de futuro e transições juvenis na saída do ensino médio: tensões e desejos em tempos de pandemia

Abstract

This study sought to analyze the perspective of entering higher education present in future projects of young people leaving public high school, identifying the mediation of the school and with which supports young people rely. It was taken as reference the conception of plural youth, of the Brazilian youth condition in contemporaneity and how the fields of possibilities are outlined, in the understanding of the interweaving between the socialization processes mediated by school and family, the construction of biographies, and the challenges and supports, to discuss the construction of future projects by young people. Thus, this research presents the following problem to be investigated: How do low-income youth, high school students, in a state public school in the city of Feira de Santana, build their future projects with a view to entering higher education? The research questions that constitute this problem are: How does the college contribute to young people entering higher education? How do low-income young people represent getting into higher education and how do they imagine the strategies to achieve it? What strategies does the school favor for low-income youth to build their future projects with a view to entering higher education? What support can young people count on to carry out this project? The participants of the study were students enrolled in the 2nd and 3rd grades belonging to a state school in the city of Feira de Santana, who accepted to participate voluntarily in this study. This qualitative research was outlined by focusing on listening to the juvenile voices in a dialogical-comprehensive perspective, whose data production instruments were adapted to the virtual context due to the Corona virus pandemic. One of the WHO’s recommendations was social detachment as one of the ways to prevent the spread of infectious diseases. Thus, questionnaires were applied to survey socioeconomic profile and youth status during the pandemic, discussion group and narrative interviews, all adapted to the virtual modality. Data analysis shows that the crossing of the pandemic had a negative impact on their future projections, marked above all by the uncertainties of how they would complete the school year and the gaps in learning caused by remote teaching, however, entry into higher education appears as a present goal for the majority. As supports for these future projections, the young people highlighted the role of the family, especially in the figure of the mother and father and their own efforts. Another relevant finding was the reports of young people about the gap that the school presented as a space-time to dialogue about the challenges and possibilities for entering higher education, with a gap in this transition process.