A identidade social de jovens de origem popular: aproximações com a educação popular nos projetos PET/ Conexões de Saberes da UFPB

• Ano de defesa: 2021
• Autor(a) principal: Lima, Erica Lira Albuquerque de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Identidade social; Educação popular; PET/Conexões de Saberes; Jovens de origem popular; Social identity; Popular education; PET/Knowledge Connection Projects; Young people of popular origin; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21547

This study aims to analyze how the scholarship students of the PET/Knowledge Connection Projects at the Federal University of Paraíba (Campus I) describe the construction of their social identity as a consequence of their interaction with the Popular Education actions that guide the PET Project. In this study, social identity is understood as relating to class origin, ethnic belonging and gender status. Its main theoretical bases come from the concepts of Popular Education, autonomy, social identity and popular origin. Methodologically, the research is defined as qualitative, and six interviews were conducted with scholarship students of the PET/Knowledge Connection Projects, of semi-structured type, in online mode through the Google Meet platform. The data were examined according to the thematic-categorical content analysis model. Among the results reached, it is possible to point out that social identity, in its various dimensions, can be constructed, strengthened and re-signified through the modalities of socialization of Popular Education (where the concept of autonomy is paired with that of dialogue), as well as through its cognitive approach, developing the construction of knowledge and learning in a shared way. In other words, the theoretical-practical basis (the praxis) of Popular Education provides contributions to the configuration of social identity. The research findings also revealed that the PET/Knowledge Connection Projects, which are based on Popular Education, contributed to the scholarship students to reflect and find a sense of belonging regarding their social class, ethnicity and gender. Among the concluding considerations, it is emphasized that the work has broadened the repertoire of discussions and reflections on Popular Education and social identity, besides having given visibility to an experience committed to the emancipation of the popular classes.