BETWEEN SCHOOL INCLUSION AND EXCLUSION: CONTRADICTIONS OF THE TRAJE PROJECT IN YOUTH EDUCATION IN CAMPO GRANDE (MS)

Abstract

This study analyzes the implementation of the experimental educational project known as Travessia Educacional do Jovem Estudante Campo-Grandense (TRAJE), developed between 2010 and 2013 at Osvaldo Cruz Municipal School, located in Campo Grande, the capital of the state of Mato Grosso do Sul, Brazil. The study seeks to examine the implementation of the school's pedagogical proposal and the mechanisms that led to the establishment of a specific public policy aimed at addressing the needs of students excluded from the schooling process. The main findings indicate that a differentiated curriculum alone is insufficient to ensure the inclusion of these young people in the formal education system, their continued education, or their integration into the labor market under equitable conditions. Although the Municipal Department of Education has made progress by introducing a differentiated curricular structure, the project continues to reproduce mechanisms of exclusion within an ostensibly inclusive educational proposal.