ABSTRACT
Apresentamos o relato da pesquisa Para Casa: representações sociais de adolescentes sobre os afazeres domésticos e a escola que investigou as representações sociais sobre as experiências de trabalho doméstico e de formação escolar construídas por adolescentes do sexo feminino, entre 16 e 19 anos, com trajetória de emprego doméstico e, incluídas na Educação de Jovens e Adultos EJA. Os dados foram coletados através da aplicação de um questionário sobre o perfil socioeconômico e cultural dos sujeitos; a realização de entrevista semiestruturada e de um grupo focal. Concluímos que trabalho doméstico é representado como uma possibilidade de inclusão no mundo do trabalho, mas não como profissão definitiva. As adolescentes almejam melhores postos de trabalho e cursar faculdade. A escola é vista positivamente pelas adolescentes como espaço de sociabilidade. E a escolarização, embora considerem necessária para ascensão social, impõe tarefas difíceis de serem realizadas, sendo esta a face negativa da escola.
This paper presents an analysis of the data produced by the research "Homework: adolescents social representations of domestic work and the school", which investigated social representations constructed by a group of female adolescent housekeepers and/or remunerated domestic workers, between 16 and 19 years of age, related to the school process in the program Educação de Jovens e Adultos -EJA (Adult and Young Education) developed by the Minas Gerais State Government. Data were collected through a questionnaire on the subjects social, economic and cultural profile, semi-structured interviews and focal group. The analysis focuses on the influences of social position on the school process, as well as on the meanings the adolescents constructed and attributed to their interactions in the school dynamics. The research was carried out with twenty adolescents in two municipal schools in Belo Horizonte, capital of Minas Gerais State. Two conclusions are pointed out, the first one shows domestic work as a possibility of inclusion into the labor world and of getting some earning, but not as a lifetime profession. The adolescents have a dream of better job positions and the possibility of getting into college. The second conclusion is that school is seen by the adolescents as an important space for sociability and to huddle together with their age-mates, a positive dimension of school life. As to the learning process, although they consider it an important tool for social improvement, it imposes tasks regarded as difficult, which is seen as the negative face of school.