Perspectivas dos jovens negros concluintes do ensino médio sobre sua inserção no mundo do trabalho

Abstract

The aim of this dissertation is to understand the perspectives of young black high school graduates from a school located in São João de Meriti, Rio de Janeiro, on their insertion into the world of work, with the following specific objectives: to identify the importance of work and the criteria and motivations that young black public high school graduates establish for their insertion into the world of work; to find out, based on the criteria/motivations raised, the young people's conception of the relationship between school and work; and to analyze the perspective of these young people on the school's contribution to the construction of their life projects. This is an empirical study with a qualitative approach, based on the method of historical-dialectical materialism, using semi-structured interviews with 16 black male students who were in the third year of secondary school at a state school located in the municipality of São João de Meriti, Rio de Janeiro. The first chapter will present the theoretical-methodological framework of the research and the theoretical-methodological paths taken. The second will discuss the historical transformations in Brazilian education, from enslavement to the present day, under the influence of global capitalism. The third will address the social determinants that mark black youth in Brazil and the challenges that impact on their inclusion in the world of work. Finally, the fourth chapter contextualizes the empirical field and analyses the data from the interviews. The results indicate that financial independence and the need to help the family are the main motivations for the young people interviewed to take up work, while reduced working hours and fair pay are fundamental criteria for choosing a job. For most of the students, school does not contribute to their integration into the world of work and this is mainly due to the ―lack of social meaning of school content‖, ―mere certification‖ as a function of school and ―incompatible curriculum‖ with their current needs. Despite this, the young people believe that completing basic education is important and that they intend to continue their studies afterwards. Insecurity was the feeling most mentioned by the students when it came to finishing secondary school and, when it came to building their life projects, a little more than half of those interviewed believed that the school did not help them to do so, with the justifications of a lack of guidance and the uninteresting nature of the school's methodology.