Projeto de vida: para além de um componente curricular

Abstract

Contemporary education faces the challenge of transforming itself into a space of integral formation, where the student is not merely a passive recipient of information but an active protagonist in the learning process. In this context, the Student Life Project (Projeto de Vida) emerges as a central and essential dimension in pedagogical practice. This study aims to analyze the importance of the Student Life Project in educational practice, highlighting its intrinsic relationship with teaching and learning processes and its implications for the integral development of the individual, fostering autonomy and engagement in the construction of personal and professional trajectories within a BANI world (fragile, anxious, nonlinear, and incomprehensible). Furthermore, the study establishes connections between school learningand students’ realities, making education more meaningful and contextualized, supported by the methodological contributions of Bernard Charlot, Paulo Freire, Edgar Morin, Gardner, Jamais Cáscio, Goleman, Antonio Carlos Gomes da Costa, William Damon, the Brazilian National Common Core Curriculum (BNCC), and the normative and formative documents of the “Escola da Escolha” program by the Instituto de Corresponsabilidade pela Educação. The research was conducted through a mixed-method approach, combining quantitative and qualitative procedures, and involving students and teachers. Data collection was carried out through an online mixed questionnaire, which included Likert scale items and open-ended questions. The sample included students who attended full-time high schools between 2017 and 2019. Data analysis was based on thematic analysis, enabling a deeper understanding of students’ perceptions regarding the Student Life Project. The sample also involved teachers and area coordinators from the sixteen schools that began implementing this curricular component in 2017, recognized as a successful methodology within the institutions under study. Bardin’s (2003) content analysis was applied to identify categories and subcategories from the responses. This quantitative and qualitative methodology allowed for a rich exploration of the experiences and challenges faced by teachers and administrators in working with the Student Life Project. The findings indicate that implementing the Student Life Project had a positive impact on the humanized pedagogical practice of teachers who, by intentionally considering the uniqueness of each student, contributed to decision-making in the short, medium, and long term, both in academic and professional choices and in personal life. However, challenges were also identified, such as the lack of adequate materials and the insufficient preparation of some teachers for implementing the component. Despite these limitations, a significant number of students are currently in the process of realizing their Student Life Projects, many of whom are already attending or have completed higher education. These results reinforce the need for a more integrated and attentive approach to the Student Life Project within school organization. Finally, it is expected that the findings of this research will contribute to a critical reflection on the Student Life Project in strengthening integral education and highlight the necessity of a multidisciplinary, interdisciplinary, and transdisciplinary approach aimed at consolidating authentic student protagonism and fostering connections beyond the classroom.