DEMANDAS E PROTAGONISMO JUVENIL: POLÍTICAS CURRICULARES NO ENSINO MÉDIO.

This assignment addresses youth protagonism in high school in the midst of curricular demands. In the methodological field, presents results of research carried out in media headlines, which gave visibility to some movements in defense of public education. It highlights two movements that have as protagonists young students (and possibly their teachers) of high school, triggered by curricular demands, both occurring between the end of 2015 and beginning of 2016, with occupations of schools in the states of Goiás and São Paulo. In the theoretical field, it deals with a post-structural approach based on the Discourse Theory of Laclau and Mouffe (2015). From this perspective, considers as curricular demands the events proposed by the secretariats of education of the states of Goiás (the implantation of Social Organizations) and of São Paulo (the school reorganization program) and students involved in the mentioned manifestations and occupations of schools as subjects in/of the political constitution. Based on Laclaunian logic, the claims highlighted here, especially for the configuration of youth protagonism, were / are coming from these demands. The subjects involved are becoming articulatory processes of negotiation, of identification, marked by contingency, trying to establish certain meanings (among others) of quality of education, not defined in first place. [ABSTRACT FROM AUTHOR]