Abstract

SANTOS, Alexandre dos et al. High school curricular guidance as a contribution to student group development. Vínculo [online]. 2012, vol.9, n.1, pp.1-9. ISSN 1806-2490.

This paper discusses the high school curricular guidance as part of the mandatory curriculum in the first year of a private high school in the Sao Paulo metropolitan area, focusing on how it can promote the development of the group identity. Guidance is conducted by a teacher - tutor who accompanied the group throughout the school year. Without pre - defined content, the teacher opens the opportunity to address emerging issues in each class, thereby facilitating the expression and elaboration of students' anxieties and sufferings which are usual at this stage. Individual or group s elf - assessment- based on criteria established by the class itself - and reflective portfolio are tools used in the process. From an illustrative case, is discussed the process of perspective changes of the students about themselves and their involvement with the school environment: initially the class was seen as "messy" and "futureless" by teachers, along the process they could re - signify their own meaning at school, transforming the institutional sight over them. It was concluded that integrating guidance into the curriculum contributes to the formation of communitarian relations and the integrative development of the student.

Keywords : Guidance; High School; School Group.

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