A transversalidade para prática docente no PROJOVEM urbano: uma proposta de desenvolvimento metodológico

Abstract

The contemporary world has been the stage of great social transformation resulting from scientific and technological advances. These changes fall like avalanches on the school contexts which, most of the time, are not prepared to respond to the new educational demands coming from a globalized society in constant process of innovation. The society demands from the teaching institutions the development of knowledge which capacitates the student for the development, maintenance and competitiveness of the global world. In this sense education needs to go beyond the school walls. It needs to prepare the student to learn how to learn in a society where knowledge is digital and formation is a lifelong process. More than technical capacity, education needs to be human, urgently requiring the development of a planetary consciousness with solidary and ethical responsibilities. In this context, the object of study chosen for this research was the National Program of Inclusion of Youth (PROJOVEM Urbano) which has as its goal the promotion of the citizenship of young people, from eighteen to twenty nine years of age, through the offer of Basic Education, Professional Qualification and Citizen Participation. Considering the curricular triad of the program, the goal of this work is to analyze ethics as the transversal core in the curricular integration of the PROJOVEM Urbano. For this, three reflective processes were carried out, organized in chapters in the construction of this paper. The first relates to the broad bibliographic research with the goal of serving as foundation for the process of analysis and construction of the research object. In the second moment a documental research was carried out in order to get to know the curricular and pedagogical guidelines and legal bases of the PROJOVEM Urbano. Finally, field research was carried out as a possibility of identifying the comprehension of the teachers with respect to citizenship, transversality and ethics. It is hoped that this instigating journey may promote discussions about ethics and citizenship in different educational contexts, promoting a pedagogical practice that is contextualized with the life needs of the students leading them to learn to be, learn to communally interact through ethical values of solidarity, mutual respect, justice and dialog.