Campos, Herculano RicardoNascimento, Élida Furtado do2022-12-082022-12-082022-09-30NASCIMENTO, Élida Furtado do. Educação e adolescência excluída na escola no contexto do capitalismo. Orientador: Herculano Ricardo Campos. 2022. 371f. Tese (Doutorado em Psicologia) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2022.https://repositorio.ufrn.br/handle/123456789/50053This research is based on the need to contribute to discussions about the adolescents school exclusion phenomenon through Accelerated Learning Program - Poronga. That is the materialization of the Roberto Marinho Foundation's Telecurso 2000 Program, implemented in the state of Acre, Brazil, since 2002 to 2019. The Project is considered as an expression of compensatory education for adolescents, in the context of educational reforms under the characteristics of Third Way neoliberalism and the commodification of the education. The Project is taken as an expression of compensatory education for adolescents, in the context of educational reforms under the characteristics of Third Way neoliberalism and the commodification of education, discussed in the light of the assumptions of Historical-Cultural Psychology. The objective was to reveal and analyze the contributions and limits of Poronga to the development of adolescents, questioning the social meanings that support personal meanings about the Program, from the point of view of adolescent education. A study was carried out with two groups of Poronga in Cruzeiro do Sul-AC, with the participation of different subjects (two teachers of the program, two pedagogical coordinators, seven students of the program and six responsible for the students), through a questionnaire and interview. The results reveal that the socioeconomic context of life of students and their families in Poronga is of extreme material poverty, marked by access to a school that does not offer learning conditions. Giving visibility to the premeditated failure of the educational system, not only of Poronga, but of the educational system in general, which fails to guarantee the education of adolescents from the poor class, permeated by gender and racial oppression. Despite this reality, both family members and students positively signify school education, expressing social meanings that reiterate the importance of school, giving visibility to resistance and the stubbornness of those who continue to resist, driven by the meanings they attribute to education. It is this contradiction, shaped in the reality of the Flow Correction Project, but which goes beyond it, that we seek to problematize within the scope of this study.Acesso AbertoAdolescênciaExclusão escolarEducação aceleradadoctoralThesisCNPQ::CIENCIAS HUMANAS::PSICOLOGIA