Discurso do Projovem Urbano: representações de si de jovens egressos

• Ano de defesa: 2018
• Autor(a) principal: Moraes, Suany Oliveira de
• Orientador(a): Nascimento, Celina Aparecida Garcia de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Educação de Jovens e Adultos; Projovem Urbano; Inclusão Educacional; Formação Escolar Básica; Qualificação Profissional; Participação Cidadã; Discurso Educacional; Identidade Discursiva; Subjetividade
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3830

The main objective of the present research is to problematize the discourse of the first group of young graduates of the Education for Young People and Adults (hereafter EJA) – Projovem Urbano – in the city of Campo Grande, MS, and to mobilize a new meaning (effect) for a modality of inclusive education, inserted in the context of contemporary contingencies, considering the memory, interdiscourses and discursive formations, which emerge from the voices of these subjects-students-graduates. This educational program presents an official pedagogical document – the Educator's Manual, which offers the young people an inclusive proposal of educational formation and allows the promotion of citizenship, under three fundamental aspects: basic school education, professional qualification and citizen participation. The discursive-deconstructivist perspective was taken as a theoretical assumption, in consonance with studies about EJA. The research hypothesis here points to the crossing of the discourse taken as “official”, therefore, of “true” and unquestionable meaning effect in the subject-student-graduate which would lead it to a positive evaluation of the course, by the effect of hospitality. In chapter I, the State of Art was undertaken according to the scientific studies about / of the Projovem Urbano, carried out in several postgraduate programs, also considering the Educator’s Manual as a component of the conditions of production of the identity representations of young people from 18 to 29 years old, who were excluded from the school environment for many years and have recently graduated from Elementary School. In chapter II, the theoretical-methodological foundations are presented, considering the constitution of the subjectivity of these young people, with respect to their desire for completeness and the lack that are constitutive to them, having Coracini (2007, 2014) as basis; the knowledge-power and resistance relations which emerge in the thread of student-graduate discourse in their regularities and dispersions, according to the archegenealogical method discussed by Foucault (2013, 2014); the concept of hostipitality of Derrida (2003) and the notion of exclusion, arising the reflections of Bauman (1998, 2013) and Sousa Santos (1999, 2007) about EJA in contemporaneity. In Chapter III, twenty-four student cut-outs selected from semi-structured interviews were analyzed. They were divided into five different analytical axes, namely: the educational and professional training of the subject, citizen participation, the expectation of the future and the discursiveness of the term “patience”, considering Derridian aspects of “hospitality” and “hostility” in the school context of the EJA as an area of inclusion. In this sense, the (trans) disciplinary perspective of research brings to the reflection the discourse of the Projovem Urbano student in the constitution of his identity marked by fluidity and movement – from the center to the margins –, therefore, by a non-hegemonic perspective. Thus, the results point to the destabilization of the regular schooling model, by proposing a new view at the EJA, promoting the (re) constitution of the identity of students “welcomed” in a new time-space and a new conception of teaching-learning: the school of Projovem Urbano.