: AS POSSIBILIDADES DE DESENVOLVIMENTO DO PENSAMENTO TEÓRICO: SENTIDOS E SIGNIFICADOS PRODUZIDOS PELOS ADOLESCENTES E JOVENS DO ENSINO MÉDIO

Abstract

This thesis seeks an approximation to the debates about the teaching and learning process of / for adolescents and young people, with a view to promoting their conditions for the development of theoretical thinking, which is the expanded capacity to understand reality and oneself, in relation to others and the world. The objective is to analyze, from the senses and meanings expressed by adolescents and young people studying in high school, the study process in which they are inserted, providing the conditions that favor the development of theoretical thinking. The theoretical underpinnings of this research are anchored in authors based methodologically on Historical Materialism and on the dialectical understanding of social practice, such as: LS Vygotski (1896-1934), AN Leontiev (1903-1979), DB Elkonin (1904- 1984) and VV Davidov (1930-1998). The research was carried out in four schools, two located in a city in Mato Grosso do Sul and two in a city in Rondônia, all in peripheral regions. Three data collection / production instruments were used: the first was an individual and written questionnaire; the second was a semi-structured interview, carried out individually and orally; and the third was two thematic workshops in each school, with classes containing between 10 and 15 students from different classes and grades. The three instruments generated a vast amount of data, therefore it is necessary to have a didactically planned cut, in which three axes of analysis were delimited, they are: 1) the research subjects and their particularities, im which we try to draw a panorama with some particularities that affect the research subjects’ schooling process. The first is that they are subjects form the Brazilian working class, have received and still recieve educational policies directed by the public-private partnership. The second particularity is that there are two distinct concrete situations: those who have conditions / time to / to study and those who need to combine work and study. The third deals with studuing only to carry out evaluation activities, pointed out by most subjects. 2) The study for teenagers and young people. In this, the senses and meanings produced by the subjects allowed an approximation in relation to their desires for life, their perceptions, motives and meanings of / for the study. For them, the study ist the greatest opportunity to conquer their desires, such as: helping the family financially, buying a house and a car, and being able to remain employed. The dynamics of reasons for the study revolve around achieving what they consider to be a food remunerations and “giving pride” to the family. 3) The last axis, the pedagogical actions and the development of possible psychic thinking, enabled the recognition of how these subjects evaluate the pedagogical actions present in their study process and that are facilitating or hindering learning, determining the thinking or condition of development. Based on the analysis of the results achieved, we point out as a path the content-form-recipint unit (MARTINS, 2011), understood as a guide for pedagogical work to think about some indications of possible pedagogical practices to be adopted for the teaching of teenagers and young people.