Sentidos e significados de adolescência no contexto escolar constituídos por professoras(es) do Ensino Fundamental II de escolas públicas

Abstract

In the current Brazilian scenario, education, one of the rights of all adolescents, still needs to come into effect. Patto (2015), unveiled the exclusion process that occurs within schools and affects the students. Given this reality, the current study, based on the perspective of Sociohistoric Psychology (which comprises adolescence as a phenomenon consisting of multiple determinations) aims to approach the meanings of adolescence from the point of view of public elementary II school teachers. To achieve this, two educators were interviewed (semi-structured interviews) and the meaning core method was used for the analysis. As a result, it was found that in the teacher’s speech still prevails the meaning towards the naturalization of adolescence as a universal phenomenon. Contradictorily, when thinking about the adolescents, in everyday situations of the school context, the teachers expressed proximity of a critical perspective of adolescence, demonstrating to understand specific aspects of the students and that adolescence can be experienced in different ways depending on social class, historical context, among other aspects. Therefore, the teachers do not advance to explain why these changes happen and what is the school role in the face of this reality, whether its commitment to transformation remains or not. It is suggested then, the thought on which view of human and the world, is present in teacher’s training and, even before, in the teaching of Educational Psychology in Psychology courses