Follow-up of the trajectory of after High School students: school contribution, life context and society

• Grant number: 23/11621-8
• Support Opportunities: Improvement in Public Education Program
• Start date: August 01, 2024
• End date: July 31, 2026
• Field of knowledge: Humanities - Education - Specific topics in Education
• Agreement: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Joyce Mary Adam
• Grantee: Joyce Mary Adam
• Host Institution: Instituto de Biociências (IB). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil
• Associated researchers: Debora Cristina Fonseca
• Associated research grant: 20/06054-9 - Youth, life project, human rights and future prospects, AP.EP
• Associated scholarship(s): 25/05751-1 - Students graduated from high school at EEM Marciano de Toledo Piza School: trajectories and contribution of the school, BP.EP; 24/20830-2 - Monitoring the Trajectory of Post-High School Students: Contribution of School, Life Context and Society., BP.EP

Abstract

This research proposes to continue the study about young people, life project and social and professional insertion of high school students and the school in this context. In the research that we are carrying out, with the help of FAPESP, process 2020/06054-9 and which ends in January 2024. This study is being carried out on the proposed life project in the Escola Integral-PEI Program in a school in Rio Claro, in the interior of the state of São Paulo and the accompaniment of another school that started the installation process of the PEI, but that underwent a restructuring, the proposal implementation process being canceled. In the project proposal presented here, we seek to study the trajectory and the possibilities of constructing and implementing the life project and future project, based on the real life conditions of young high school graduates participating in the current research. Bourdieu's theoretical reference on social capital and cultural capital dialogues with this proposition, as it establishes that social capital has its origin in the stable and lasting relationships that individuals develop during life and that will have effects on the possibility effective means of multiplying owned capital. The justification for the proposition of this research is that monitoring the students who participated in the previous research can provide us with elements of analysis of the contribution of the school and other institutions to the trajectory followed by these students after the end of high school. The research questions of the project are:- How do these young people define their research project in view of the concrete situation of the pandemic and the social and economic context after finishing high school?- How did the discussion and elaboration of the life project at the school contribute to social and professional insertion of the students?- Who and which institutions contributed and can contribute to putting into practice their project for life and for the future?- How do the students' social and cultural capital contribute to the possibility of realizing their life project and social and professional insertion? The research objectives are:1) Mapping the life projects built by the students, who were followed in the Fapesp survey, process 2020/06054-9.2) Follow up the students for two years to verify the social, professional and study insertions of these students, considering their living conditions, opportunities, support networks, family, in the perspective of social and cultural capital.3) Build a database and instrument for monitoring students, mapping the social and professional insertion and continuity of training of these students. It is proposed to start with the school participating in the research and then make it available to the state network as a whole. The methodology to be used will be the semi-structured interview with the students selected for the research. An interview can be defined as the technique in which the investigator presents himself in front of the investigated and asks him questions, with the objective of obtaining the data that are of interest to the investigation. The interview is, therefore, a form of social interaction. More specifically, it is a form of asymmetric dialogue, in which one party seeks to collect data and the other presents itself as a source of information, but which somehow guides the course of the dialogue, highlighting the issues that are significant to the interviewee. The relevance of the project contributes to scientific perspective, as it deepens theoretical and practical studies on youth and life projects, as well as in the social perspective, as it contributes to public policies aimed at young people and adolescents from public schools. This proposition reflects about the opportunity to the students to envision a future that contemplates their social and professional insertion with a minimum of equal conditions. (AU)