A experiência do trote : um caminho para a inserção na escola

• Ano de defesa: 2020
• Autor(a) principal: Castillo, Leila de Almeida
• Orientador(a): Santos, Andréia Mendes dos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Trote; Experiência; Inserção na Escola; Processo Formador
• Palavras-chave em Inglês: Hazing; Experience; Insertion in the School; Formation Process
• Palavras-chave em Espanhol: Trote; Experiencia; Inserción en la Escuela; Proceso de Formación
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9381

Hazing is an element present in educational institutions, but it is not treated in a pedagogical and institutional way. It is an activity present in the student universe, mainly to mark the transition of the student from one stage of education to another. At IFRS campus Sertão, it happens when the student enters the institution, in an activity planned by the “senior members”. The dissertation seeks to prove that the experience of hazing has an educational capacity as long as it is discussed and recognized collectively and co-responsible in the educational institution, being able to present itself as an important means of promoting the insertion of newly arrived students for this new phase of their lives. To understand the experience of hazing as a forming process, we studied the concept of experience from Dewey, Larrosa Bondia, Thompson and Josso. As an empirical basis for the defense of this dissertation, a research was developed in order to analyze whether in the experience of hazing there are the conditions that enable the formative development of students entering High School in the Technical Course in Integrated Agriculture at IFRS Campus Sertão. It was possible to verify the manifestations of ritualization and, from the experience of hazing, to point out elements of a formative process for new learning, in addition to resolving the exclusionary potential for inclusion in the school. The methodological path took place through a qualitative research developing, from my experiences on campus, based on the studies of narratives and life stories of Josso and Abrahão, in the analysis of documents and records (written, spoken, photographed) that appear in the archives of the Department of Student Assistance, in the Library and in the IFRS Memorial of the Sertão campus. It was concluded that the experience of hazing, which must happen in a non-violent way, in order to eliminate as much as possible its exclusionary potential, is an important element that marks a phase of student life and its ritualization can promote the welcoming in the institution if worked with the parties involved in a co-responsible way. From the experience of hazing, from the perspective of the welcoming hazing, students have the opportunity to experience feelings of belonging and well-being and these can be attributed to a better institutional use, with regard to access in a welcoming way, permanence, accomplishment and inclusion.