Finalidades educativas escolares: sentidos e significados expressos por estudantes de licenciatura em pedagogia de instituições de ensino superior do Estado de Goiás

Abstract

School educational purposes constituted by economic, political and cultural influences of the social totality guide educational projects and policies in Brazil and around the world. It influences the formation of senses and meanings of various subjects, including students undergoing undergraduate courses in pedagogy. The research has the following problem: what meanings and meanings do Pedagogy Degree students attribute to school educational purposes in the 21st century in Goiás and their perceptions about the social function of the school? The general objective was to identify and analyze the senses and meanings expressed by Pedagogy Degree students about school educational purposes in the 21st century in Goiás. Specific objectives include: (a) Analyze the evidence of students' conception of the social function of the school in the 21st century. (b) Identify what should be taught in contemporary schools in the meanings attributed by students. (c) Compare the conceptions of educational purposes expressed by students in order to identify possible convergences and divergences in perceptions between the different municipalities. The research adopts a descriptive-exploratory approach, of a qualitative nature, allowing an in-depth analysis of the participants' senses and meanings about school educational purposes. Data collection was carried out through interviews with fifteen Pedagogy Degree students from 4 higher education institutions (HEIs), located in three cities in the State of Goiás-Brazil. The methodological instruments included a literature review on educational purposes, field research, using interviews with 15 students chosen within the criteria established by the larger research, allowing a qualitative analysis. The analysis was based on the described meaning cores. The results indicated that students value the formation of critical and reflective citizens, in addition to emphasizing the importance of socialization and comprehensive training. However, divergences were observed in perceptions about preparation for the job market and teaching values. the senses and meanings learned by students about educational purposes reflect a complexity in educational demands, highlighting an education that promotes inclusion and citizenship and the formation of values in an eclectic way, distancing itself from the conception of the social function of the school for the development of students. In summary, the thesis of this investigation reveals that the educational purposes of schools, as interpreted by students in the Pedagogy degree program, demonstrate a pursuit of inclusive and civic education that promotes holistic development, yet still faces challenges regarding preparation for the job market and the transmission of values, reflecting the complexity of contemporary social influences