Abstract
This article analyzes part of the data collected in a doctoral research on the place of Catholic schools in the contemporary educational scenario, based on the perception of various actors in education: managers, educators, pastoralists and students. Linked to the National University of Rosario, Argentina, the research defines as one of its objectives to problematize the perceptions of High School students about their experience of schooling. 157 students from 6 Catholic schools in Belo Horizonte/MG presented their perceptions of school life through a written questionnaire and a drawing. The data were analyzed using Qualitative Epistemology and its concept of subjective meanings. Based on their experience in the Catholic school, students evaluate how the plastered educational system prevents the development of more integral educational and focused on human development processes; report the traditionalism that runs through schooling today; demonstrate difficulty in identifying the school’s contribution to their formation and definition of life project; and attribute different meanings to school education, according to their trajectory in the Catholic school.
Highlights
At the end of the World Education Forum in 2015, UNESCO representatives recognized how complex education has become in the contemporary world and stated that “[...] there is a growing need to reconcile the contributions and demands of the three regulators of social behavior: society, state, and market” (United Nations Educational, Scientific and Cultural Organization, 2015, p. 11)
The reflections developed in this article are based on a survey conducted in Catholic schools; the sample makes a cut of this modality of education and the analysis considers the peculiarities of the confessional school space-time, it presents contributions to education in general since contemporary educational needs include Catholic education
All the data provided by the students concerns their perceptions of their trajectory in the Catholic school, addressing issues such as the educational project, curriculum, participation in non-compulsory activities, experiences in other spaces, and interactions with educators
Summary
At the end of the World Education Forum in 2015, UNESCO representatives recognized how complex education has become in the contemporary world and stated that “[...] there is a growing need to reconcile the contributions and demands of the three regulators of social behavior: society, state, and market” (United Nations Educational, Scientific and Cultural Organization, 2015, p. 11). Integral formation, interaction between teachers and students, new ways and methodologies of teaching and learning, preparation for work and social inclusion, recognition of multiple knowledges, relationship between schooling and society dynamics, among other aspects, signal the expected changes for the 21st century school.
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