Constituição de identidade e processo de escolarização: estudo de narrativas de vida de sujeitos da classe trabalhadora

• Ano de defesa: 2020
• Autor(a) principal: Albuquerque, Benivaldo Bezerra de
• Orientador(a): Antunes, Mitsuko Aparecida Makino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Trabalhadores - Educação; Identidade social; Desigualdade social
• Palavras-chave em Inglês: Working class - Education; Group identity; Social inequality
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/23081

This study aims at investigating the process of identity constitution of working class subjects, highlighting the schooling process as one of its determinants. The objective of this work is to identify, based on the analysis of life narratives, the processes of metamorphosis and/or mythification of identities, related to schooling processes. In order to answer these questionings, a study was developed about the historical construction of unequal societies in Latin America, considering as its determinants the process of colonization, slavery and inequality in the construction of the identity of its inhabitants. The theoretical chapter presents the ideas of Wilhelm Reich concerning mass psychology of fascism, Silvia Lane’s psychology and the concepts of identity as metamorphosis and mythification of identity by Antonio da Costa Ciampa, as well as questions related to the dehumanization of oppressed people, based on the ideas of Paulo Freire. The procedure used to collect data was non-directed interviews, focused on the life story of two subjects, following the proposal of Szymanski, Almeida and Prandini of reflexive interview. In the second part of the research the participants had access to each other’s interview and commented on them. The analysis of the interviews led us to the conclusion that the schooling process was one of the elements that constituted their identities, though it did not accomplish its main function of educating for freedom and emancipation