Ensino médio: a continuidade dos estudos e a inserção no mundo do trabalho na perspectiva dos alunos da Rede Pública do Estado do Maranhão.

Abstract

This paper aims to analyze the perspectives of high school students of the Public System in the State of Maranhão, Brazil, regarding the possibilities of continuing their studies or entering the labor market. The research in question is entitled “High school: a study on the continuity of studies and insertion in the world of work from the perspective of students from the Maranhão State Public System” and falls within the line of research: History, Educational policies, Human Work and Training. As methodological procedures, bibliographic research was used to support our analysis having as main authors: Frigotto (2005); Cury (1991); Krawczyk (2014); Moll (2017); Silva (2016); Ciavatta (2005); Ramos (2005). Through documentary research, we invoked some essential laws for the development of research such as Law 9,394 of 1996 and Law 13,415 of 2017. Through field research we seek to collect the data that served as the basis for the analysis. The following instruments were used to collect data: questionnaires applied to teachers and students of the third year of high school in two public schools and an unstructured interview with a member of the State Secretary of Education. We discuss the high school reform in the context of productive restructuring and the reform of the State; the issue of high school identity is approached, highlighting the aspects of the structural duality that marks this level of education, as well as work training and/or continuity of studies, manifested in the Brazilian educational legislation. The results of the analyzes revealed that the movement of the students' perspectives is closely linked to their material realities, since their consciences and aspirations are the fruits of this materiality. The material reality implied perspectives allied to the need to work, whether they were aimed at entering higher education or technical training. In this sense, we infer that the curricular proposals and high school proposals are idealized taking into account the reality of the subjects and not linking the student education to market and privatist interests.