Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Meirelles, Vanessa da Costa
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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 Estudos Pós-Graduados 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/26104
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Resumo: |
This study sought to understand the identity process of young white women, former students of private schools in the city of São Paulo, more specifically, elite schools. This research invited us to see the identity policies, produced and reproduced in the institutions responsible for transmitting - and teaching - socially adequate models and behaviors. The starting point was a reflection on the origins of modern society and feminism through time and the lens of authors from educational, psychological, and psycho-pedagogical themes; for data collection, the option was for the Life Story Narrative of a deponent – the young Sofia. To a large extent, in this investigation, school practices were revealed to reproduce the conditions for the replacement of the hegemonic, individualizing, and pathologizing the failure of those unable to develop the skills and competencies required throughout student life. The mismatch that leads to the illness of girls and women results from countless tensions swept under the rug, ignored in the never-ending quest to maximize results, all in the name of belonging to a world that creates exclusions to sell inclusion, in a burnout society |
