Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Lins, Maria Cecilia de Almeida e Silva Estellita
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| Orientador(a): |
Sousa, Clarilza Prado de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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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 Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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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/32220
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Resumo: |
This study aims to help understand the conditions for the development of life projects in high school in the periphery through the representations of young people. Therefore, we seek to understand the context of inequality and poverty as a constituent factor of the subjective dimension of these young people. This work’s guiding principle is to give these youngsters a voice so that they can experiment in a dialogical space, recognize and know their possibilities in building their life projects. For this research, intersubjective recognition was chosen as the central axis. With the methodological support of social representations, the research with a qualitative approach was developed in a peripheral community in the city of São Paulo over 11 months with a group of 12 young people. These monthly meetings promoted reflections on self-knowledge, understanding the context in which they live and their rights, with the aim of creating possibilities for discussing their life projects. The youth, when experiencing this process, in addition to generating written material about themselves, sought to contribute to others who, like them, are in the same situation of inequality and poverty. Thus, they carried out a survey with 106 other high school youths about life projects in schools and additionally elaborated suggestions to enrich the theme for teachers and schools that work with students from the periphery. This material prepared by these youngsters, portraying their trajectory, was categorized into three dimensions. The first dimension, “Who is speaking”, portrays the young person’s subjective dimension; the second dimension, “Where are we talking from?”, presents this subjectivity rooted in a context of poverty and inequality; and the third dimension, “Who can we be”, amplifies the voice of youth when they emphasize human relationships and the exercise of solidarity as conditions for a future with different perspectives for themselves and other young people. It is believed that the creation of knowledge produced by younglings and their vision about their life projects, which is understood and experienced in the social context in which they live, reveals important results: the understanding of themselves and their possibilities; the relevance of identifying that the conquest of this knowledge involves recognizing others who experience difficulties in the same social context. Finally, the students also learned that they can collaborate with those teachers who work in the development of life projects with young people from the periphery of high school |
