| dc.description.abstract | The thesis aimed at investigating the formative motivation that have been present in the
construction of the life project and in the curriculum for the public Brazilian states’ high
school in the last five centuries, so it is not, in any matter, related to the concept of life
project as a subject/school content. This study is under the circle of Studies about
Curriculum, it used contemporary arguments from the critical theory and bet on the
potency of the narrative interview in reads of Goodson, I understand that biographical
connections may connect to the common agendas. The empirical corpus is made of
fourteen narratives by previous students at a High School, who had finished between
1970s to 2020. From the analysis and problematization of the narratives emerged the
following topics around the construction of life projects: a) the construction of a life
project as a technical constitution aimed on the continuation of studies and for the work
life; b) the construction of life projects as from its relation with identities, cultural
expression and personal abilities in which each had different doings from their plural lives
in society; c) the construction of the plan as a citizenship directed to the performance and
the citizen and democratic coexistence. The thesis of this research argues that neoliberalism tends to weaken or hinder the construction of consistent and plural life
projects, that should reach multiple youth’s nuances and needs. And, so, it wants to be
part of the political fight around this concept and its objectives and ways, I read
them as life projects in/for life in society. While advocating for the plural concept of life
projects, it is important to reinforce that understanding youth according from its multiple
ways in life, expression and susceptible to many tests and contingencies, it should be bet
on a curriculum that thinks the construction of these projects in society, highlighting the
communitarian and collective dimension, with society perceiving that this journey is not
and should not be a solitary path, that choosing needs to be taught and accompanied and
its subjects should not be responsible individually for their failures and, successes and,
for life in society, being aware of the necessity to go back to a life constructed by the
common, in which citizenship and democratic coexistence are essential elements. | en |
