Submitted by Verena Bastos (verena@uefs.br) on 2015-10-02T13:00:55Z No. of bitstreams: 1 DISSERTA??O-ALIX VANESSA.pdf: 1302764 bytes, checksum: 8a627abd3f4b012c0cf5a8b68cbe2ad4 (MD5) / Made available in DSpace on 2015-10-02T13:00:55Z (GMT). No. of bitstreams: 1 DISSERTA??O-ALIX VANESSA.pdf: 1302764 bytes, checksum: 8a627abd3f4b012c0cf5a8b68cbe2ad4 (MD5) Previous issue date: 2013-08-15 / From the analysis of the state of the art on the topic youth in post-graduate courses, scholars in the field have pointed to the need for efforts to be made in order to explore the understanding of the youth category from a relational point of view, emphasizing The relations between generations and investigating their differences and complementarities in order to better understand the condition of youth. This paper meets this demand, guiding yourself from the following research problem: How do young people relate to education, considering the perspective of different generations? To investigate this problem, the research aims at analyzing the relationship between youth and education in the perspective of students of different generations. For this, were chosen as subjects of research students and young adults, students of a municipal school located in a suburb of the city of Feira de Santana, Bahia. The modality Youth and Adults was chosen because it constitutes a privileged meeting point for people who have experienced / experiencing youth in different generations and backgrounds. Having focused on the perception of the subjects, the research is of essentially qualitative in nature, focusing on the following stages: the exploratory stage, fieldwork, analysis and treatment of the empirical material and documentary. Theoretical foundation for conceptual and analytical categories of this research was taken as input authors considered classics by researchers Sociology of Youth as Bourdieu (1983, 1998), Eisenstadt (1976), Mannheim (1982) and Pais (1990), as well as researchers that have been highlighted in the national debate on the subject, given his contributions to the development of research on youth in Brazil, like Abramo (1997, 2005), Camacho (2004), Carrano (2000, 2003), Dayrell (2003 ) Groppo (2000, 2009), Peregrino (2011), Sposito (1994, 1997, 2000, 2005, 2009), Weisheimer (2009) and Weller (2007, 2010). As for the results, it was concluded that, although the young contemporaries have school entry to early childhood realized that, as in the case of previous generations, the age / grade lag remains a salient factor in the educational trajectories of young people of the lower classes, it was found that, as in the case of previous generations reasons related to the delay or interruption of the school trajectory of youth were associated with family difficulties related to the economic situation and the consequent need for early work, similarly, the young the contemporary generation have as a major impediment to stay in school for his forced reconciliation between studies and work, and it was found that the issues related to family formation still crosses generations, posing as deterrent for young women to attend school regularly although this would constitute as a secondary factor. It was concluded that families still remain poorly educated and less economically favored, indicating that social inequalities remain a relevant factor in relation to the education of young people. / A partir da an?lise do estado da arte sobre o tema juventude na p?s-gradua??o brasileira, estudiosos da ?rea t?m apontado para a necessidade de que esfor?os sejam empreendidos no sentido de explorar o entendimento da categoria juventude a partir de um ponto de vista relacional, enfatizando-se as rela??es entre gera??es e investigando-se suas diferen?as e complementaridades a fim de se compreender melhor a condi??o juvenil. O presente trabalho vem ao encontro desta demanda, norteando-se a partir do seguinte problema de pesquisa: Como os jovens se relacionam com a educa??o, considerando-se a perspectiva de diferentes gera??es? Para investigar este problema, a pesquisa tem como objetivo geral analisar a rela??o juventude e educa??o na perspectiva de estudantes de diferentes gera??es. Para isso, foram escolhidos como sujeitos de pesquisa estudantes jovens e adultos, alunos de uma escola municipal situada em um bairro perif?rico da cidade de Feira de Santana, Bahia. A modalidade Educa??o de Jovens e Adultos foi escolhida por se constituir um espa?o privilegiado de encontro entre pessoas que vivenciaram/vivenciam a juventude em diferentes gera??es e contextos. Por ter como foco a percep??o dos sujeitos, a pesquisa reveste-se de um car?ter essencialmente qualitativo, privilegiando as seguintes etapas: a fase explorat?ria, o trabalho de campo, a an?lise e tratamento do material emp?rico e documental. Para fundamenta??o te?rica das categorias conceituais e anal?ticas desta pesquisa tomou-se como aporte autores considerados cl?ssicos pelos pesquisadores da Sociologia da Juventude como Bourdieu (1983, 1998), Eisenstadt (1976), Mannheim (1982) e Pais (1990), bem como pesquisadores que t?m se destacado no debate nacional a respeito do tema, dadas suas contribui??es para o desenvolvimento das pesquisas sobre juventude no Brasil, a exemplo de Abramo (1997, 2005), Camacho (2004), Carrano (2000, 2003), Dayrell (2003), Groppo (2000, 2009), Peregrino (2011), Sposito (1994, 1997, 2000, 2005, 2009), Weisheimer (2009) e Weller (2007, 2010). Quanto aos resultados encontrados, concluiu-se que, embora os jovens contempor?neos tenham a entrada na escola antecipada para a inf?ncia percebeu-se que, assim como no caso das gera??es anteriores, a defasagem idade/s?rie permanece como um fator marcante nas trajet?rias escolares de jovens das classes populares; identificou-se que, assim como no caso das gera??es anteriores os motivos relacionados ao atraso ou ? interrup??o da trajet?ria escolar dos jovens estavam associados ?s dificuldades familiares relacionadas ? situa??o econ?mica e a conseq?ente necessidade de trabalho precoce, semelhantemente, os jovens da gera??o contempor?nea t?m como um grande dificultador para sua perman?ncia na escola a concilia??o for?ada entre estudos e trabalho; e verificou-se que as quest?es relacionadas ? constitui??o de fam?lia ainda atravessa gera??es, colocando-se como impedimento para as jovens mulheres freq?entarem a escola regularmente, embora este se constitua como um fator secund?rio. Foi poss?vel concluir ainda que as fam?lias continuam pouco escolarizadas e pouco favorecidas economicamente, o que indica que as desigualdades sociais permanecem como fator relevante na rela??o dos jovens com a educa??o.