Agências de alunos cearenses do Ensino Médio: o “chamego” entre escola, comunidade e universidade

Abstract

This research aimed at investigating, critically, the agencies experienced by the high school students of a public school in Beberibe-CE, during their participation in the Digit-M-Ed Ceará project. Specifically, it focused on understanding how the organization and participation of adolescents in the central events promoted the experiencing of different agencies, and what linguistic marks revealed the agencies experienced during the research. The theoretical framework on which this study is based is the Socio-Historical-Cultural Activity Theory, according to Vygotsky (1991, 1994, 1999, 2001, 2003, 2004), Leontiev (1978) and Engeström (1991, 2001, 2002, 2011, 2013, 2016). Thus, the concept of agency is based on socio-historical-cultural studies, such as those promoted by Edwards (2005, 2007, 2009, 2015), Engeström (2006, 2008, 2009), Ninin and Magalhães (2017), Virkkunen (2006) and Liberali (2017). In order to emphasize the concept of agency defended in this research, the differences between autonomy, protagonism and agency were discussed. Methodologically, this study is anchored in the Collaborative Critical Research (MAGALHÃES, 2010, 2012), which organized the actions of the Digit-M-Ed Ceará Project in a proposal to do research "with" people instead of "about" people. This methodology enabled the participants to have an active role of knowledge builders, allowing them, through the creation of instruments, to understand their own actions and those of others, according to contexts of action. Data were produced by audio, video and questionnaire replies. Data analysis prioritized the categories of Argumentation: enunciative, discursive and linguistic (LIBERALI, 2013). The results showed transformations in the actions of the students participating in Digit-M-Ed Ceará, revealed in the relational, transformative, critical-collaborative and desencapsulating agencies. The experiencing of these agencies reveal the extent to which those involved have become agentive subjects in actions, in both, individual and collective contexts