Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Cabriliano, Leandro Marques
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| Orientador(a): |
Alves, Cecília Pescatore
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Psicologia: Psicologia Social
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/43930
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Resumo: |
This study aimed to understand how the identities of young people aged between seventeen and eighteen who are in the public state high school network's program Novo Ensino Médio in peripheral regions of the State of São Paulo are processed. This issue was mobilized due to the need of promoting reflections on the public educational policy that resulted in the curricular changes of the Novo Ensino Médio (Law nº 13,415/2017), in course since the year of 2022. This study intended to analyze the reality above based on the concepts of Critical Social Psychology, the Syntagma Identity-Metamorphosis-Emancipation, Identity Policies and Political Identities by Antônio da Costa Ciampa, understanding renown as a constitutive element in identity processes based on contributions by Axel Honneth and Franz Fanon. Noting that educational policies constitute identity policies and that the school reveals itself as a socializing institution, the issues of the history of education for black people in Brazil, the paradoxes of Brazilian education and its political dimensions were considered. The investigation was carried out with the life story and future project narrative - a methodological instrument that allows the expression of the meanings attributed by the narrator. The analysis of the narrative presents us racial inequalities matters that are hidden through the reproduction of the ideology of competence; while revealing themselves in social relationships. This movement demonstrates what the Projeto de Vida subject in the Novo Ensino Médio proposes: based on neoliberal ideas, to hide the renown of issues that generate inequalities, resulting in metamorphoses that do not contemplate critical thinking and that reproduce regulatory identity policies rather than identity policies that promote it reflections about emancipatory possibilities |
