Sonhar uma escola: ser uma escola que forma para o trabalho não significa ser a empresa que os jovens trabalham

Abstract

The present work aims to deepen discussions on the intention and pedagogical practices of the permanent Public Policy for Professional Learning (AP), Law n. 10.097/2000, in the daily life of two schools of the National Service for Commercial Learning (Senac-SP). Through the Senac Commercial Learning Program (PSAP), this institution works in the educational field, in the development of professional skills. At the same time, this work deviates from the prescribed field, as its purpose was to experience and analyze, through field research with learners and educators, which spaces, moments, dialogues and activities in the context of professionalization enable the development of freedom, creativity, innovation, democratic practices, art and the role of young people. This is the level of the non-prescribed, of monitoring and analysis of the implication of subjectivation processes, identified in the context of orality, gestures and bodily actions. From the methodological point of view, through an intervention study based on the clues of social cartography, we sought to hear the voices and identify the actions of the students that are not covered in the prescribed curriculum, however, relevant to the integral formation of young people. The work used as main theoretical references authors such as: Paulo Freire, Antonio Carlos Gomes da Costa, Marise Ramos, Acácia Kuenzer and Gaudêncio Frigotto to reflect on competences, education as a practice of freedom and democracy and youth protagonism; Michel Foucault, in his reflections on subjectivation, practices of the self and subjection; and Marta Porto, based on discussions on creativity, art and innovation in socio-pedagogical contexts. A crossing that led to new developments in this work was the health and humanitarian crisis propagated by the new coronavirus (sarscov-2). In this way, there are, in this research, reflections on aspects of socialization, employment crisis, mourning and remote teaching during the pandemic period. This work presents the theoretical discussion of the concepts and legislation about Professional Learning, the field research involving young people and educators and the final considerations. Among the hypotheses presented, one stands out: despite not being foreseen in the curricular documents, actions and practices emerge through art and other expressions, in addition to what is prescribed, which refer to care for oneself and others, to resistance strategies. and that reinforce youth from the perspective of diversity.