Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/13990 |
Resumo: | This thesis aims to understand the aspects that involve the condition of rural youth life, as well as the everyday circulation, life projects and meanings of the school, taking the case of the rural youth of the city of São Carlos/SP. It was intended to understand and analyze what are the macro and microsocial aspects that involve the condition of youth life, limiting and/or enhancing the respective living. Thus, the objective was to determine how the everyday circulation of these young people is constituted, considering the traffic in the territories and communities; their life projects; and, finally, the meanings attributed to the school and how it marks such life projects and everyday circulation. With this study, we aimed to contribute to a critical analysis of the phenomena that pervade this population, in favor of solving problems that restrict their participation and social insertion. In addition, it was also thought to encourage advances in research enrolled in the field of rural youth and education, responding to a shortage of productions on the subject. For this purpose, the investigation was based mainly on theoretical and methodological excerpts from a Marxist basis. It is a research that dialogues with assumptions of participatory research and social occupational therapy, considering that it was based on a study carried out by an occupational therapist researcher. For the collection/production of data, “Workshops of dynamics, activities and projects”, “Individual and Territorial Follow-up” (through interviews, informal conversations, joint circulation and activities) and Questionnaire, directed to the production of oral narratives, written, imagery or audiovisual, which were later analyzed in their content. According to the data, these are poor young people, members of class-who-live-from-work. These people like to live in the rural territory, above all, for the tranquility of the space, however, the conditions that permeate the limitations of access to public and private services (health services, education, transport, leisure spaces for meetings, sociability and fun) mark the feeling of isolation in their experiences. In the context of everyday circulation, they point out that the central limits are the absence of transportation, the lack of money and, sometimes, barriers imposed by parents or guardians. Young people are able to find escape points to overcome these limitations, but within that the school still remains the central space that produces everyday circulation, in the coming and going, in the promotion of meetings, fun and sociability, although little dialogue with those indicated needs, which creates conflicts. In relation to life projects, young people build projects that have as main focus the insertion in the labor market and higher education, which are generally associated. Projects are often more tied to the most urgent needs (thus called projects-necessity), such as getting a job to help parents financially, paying for college or courses and having greater autonomy in local territory, especially for young people most affected by poverty. Other projects are aimed at more distant futures, linked to dreams (the projects-dreams), such as being more socially recognized professionals, getting to know other countries and cultures and more, which go beyond the locality. Thus, it is identified that many life projects refer to projects for wider circulation, comprising beyond the local community, which often demands actions that the rural territory does not offer, since the intent is incompatible with staying in that territory. Finally, there is an urgent need for public policies for rural youths based on the emancipatory everyday circulation, in which the school, especially in the context of high school, has the potential to become a center of creativity, which in articulation with other equipment in the rural territory, can expand the experience of life and the chances of coming and going freely - producing the being more of these young people. |
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Farias, Magno NunesLopes, Roseli Esquerdohttp://lattes.cnpq.br/1507752191797249http://lattes.cnpq.br/96126684329632122021-03-16T20:20:28Z2021-03-16T20:20:28Z2021-03-15FARIAS, Magno Nunes. Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13990.https://repositorio.ufscar.br/handle/ufscar/13990This thesis aims to understand the aspects that involve the condition of rural youth life, as well as the everyday circulation, life projects and meanings of the school, taking the case of the rural youth of the city of São Carlos/SP. It was intended to understand and analyze what are the macro and microsocial aspects that involve the condition of youth life, limiting and/or enhancing the respective living. Thus, the objective was to determine how the everyday circulation of these young people is constituted, considering the traffic in the territories and communities; their life projects; and, finally, the meanings attributed to the school and how it marks such life projects and everyday circulation. With this study, we aimed to contribute to a critical analysis of the phenomena that pervade this population, in favor of solving problems that restrict their participation and social insertion. In addition, it was also thought to encourage advances in research enrolled in the field of rural youth and education, responding to a shortage of productions on the subject. For this purpose, the investigation was based mainly on theoretical and methodological excerpts from a Marxist basis. It is a research that dialogues with assumptions of participatory research and social occupational therapy, considering that it was based on a study carried out by an occupational therapist researcher. For the collection/production of data, “Workshops of dynamics, activities and projects”, “Individual and Territorial Follow-up” (through interviews, informal conversations, joint circulation and activities) and Questionnaire, directed to the production of oral narratives, written, imagery or audiovisual, which were later analyzed in their content. According to the data, these are poor young people, members of class-who-live-from-work. These people like to live in the rural territory, above all, for the tranquility of the space, however, the conditions that permeate the limitations of access to public and private services (health services, education, transport, leisure spaces for meetings, sociability and fun) mark the feeling of isolation in their experiences. In the context of everyday circulation, they point out that the central limits are the absence of transportation, the lack of money and, sometimes, barriers imposed by parents or guardians. Young people are able to find escape points to overcome these limitations, but within that the school still remains the central space that produces everyday circulation, in the coming and going, in the promotion of meetings, fun and sociability, although little dialogue with those indicated needs, which creates conflicts. In relation to life projects, young people build projects that have as main focus the insertion in the labor market and higher education, which are generally associated. Projects are often more tied to the most urgent needs (thus called projects-necessity), such as getting a job to help parents financially, paying for college or courses and having greater autonomy in local territory, especially for young people most affected by poverty. Other projects are aimed at more distant futures, linked to dreams (the projects-dreams), such as being more socially recognized professionals, getting to know other countries and cultures and more, which go beyond the locality. Thus, it is identified that many life projects refer to projects for wider circulation, comprising beyond the local community, which often demands actions that the rural territory does not offer, since the intent is incompatible with staying in that territory. Finally, there is an urgent need for public policies for rural youths based on the emancipatory everyday circulation, in which the school, especially in the context of high school, has the potential to become a center of creativity, which in articulation with other equipment in the rural territory, can expand the experience of life and the chances of coming and going freely - producing the being more of these young people.Este trabalho teve como objetivo compreender quais são os aspectos que envolvem a condição de vida juvenil rural, bem como a circulação cotidiana, projetos de vida e sentidos da escola, tomando-se o caso dos jovens rurais do município de São Carlos, no interior de São Paulo. Pretendeu-se entender e analisar quais são os aspectos macro e microssociais que envolvem a condição de vida juvenil, limitando e/ou potencializando o respectivo viver. Destarte, objetivou-se apurar de que modo a circulação cotidiana desses jovens é constituída, considerando o trânsito nos territórios e comunidades; os seus projetos de vida; e, por fim, os sentidos atribuídos à escola e como ela marca tais projetos de vida e a circulação cotidiana. Com esse estudo, almejou-se contribuir para uma análise crítica sobre os fenômenos que rodeiam a referida população, em prol do equacionamento de problemáticas que restringem sua participação e inserção social. Ademais, pensou-se também em fomentar avanços nas pesquisas inscritas no campo das juventudes rurais e educação, respondendo a um déficit de produções acerca do tema. Para tanto, a investigação baseou-se principalmente nos recortes teórico-metodológicos de base marxista. Trata-se de uma pesquisa que dialoga com pressupostos da pesquisa participante e da terapia ocupacional social, tendo em vista que fundamentou-se em um estudo realizado por um pesquisador terapeuta ocupacional. Para a coleta/produção de dados, foram realizadas “Oficinas de atividades, dinâmicas e projetos”, “Acompanhamentos Singulares e Territoriais” (por meio de entrevistas, conversas informais, circulação conjunta e atividades) e Questionário, direcionadas à produção de narrativas orais, escritas, imagéticas ou audiovisuais, que foram posteriormente analisadas em seu conteúdo. De acordo com os dados, trata-se de jovens pobres, integrantes de famílias da classe-que-vive-do-trabalho. Esses sujeitos gostam de viver no território rural, sobretudo, pela tranquilidade do espaço, todavia, as condições que perpassam as limitações de acesso a serviços públicos e privados (serviços de saúde, educação, transporte, espaços de lazer para o encontro, sociabilidade e diversão) marcam o sentimento de isolamento em suas vivências. No âmbito da circulação cotidiana, eles apontam que os limites centrais são a ausência de transporte, a falta de dinheiro e, por vezes, barreiras impostas pelos pais ou responsáveis. Os jovens conseguem achar pontos de fuga para superar essas limitações, mas dentro disso a escola ainda continua sendo o espaço central que produz a circulação cotidiana, no ir e vir, na promoção de encontros, diversão e sociabilidade, ainda que pouco dialogue com as indicadas necessidades, o que gera conflitos. Em relação aos projetos de vida, os jovens constroem projetos que têm como centralidade a inserção no mercado de trabalho e o ensino superior, que são geralmente associados. Os projetos, muitas vezes, estão mais atrelados às necessidades mais urgentes (denominados, assim, como projetos-necessidade), como a de conseguir um emprego para ajudar os pais financeiramente, a de pagar a faculdade ou cursos e a de ter maior autonomia no território local, especialmente no caso dos jovens mais marcados pela pobreza. Outros projetos estão direcionados a futuros mais longínquos, atrelados aos sonhos (os projetos-sonhos), como o de ser profissionais socialmente mais reconhecidos, o de conhecer outros países e culturas etc, que ultrapassam a localidade. Identifica-se, assim, que muitos projetos de vida remetem aos projetos para a circulação mais ampla, compreendendo além da comunidade local, o que muitas vezes demanda ações que o território rural não oferece, posto que o intento seja incompatível com a permanência nesse território. Por fim, sinaliza-se à urgência de políticas públicas para as juventudes rurais que tenham como eixo a circulação cotidiana emancipatória, na qual a escola, especialmente no âmbito do Ensino Médio, tem um potencial de configurar-se um centro de criatividade, que em articulação com outros equipamentos no território rural, pode ampliar a experimentação da vida e as chances de ir e vir livremente – produzindo o ser mais desses jovens.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: Código de Financiamento 001porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEscolarizaçãoProjetos de vidaCirculaçãoCotidianoJuventudes ruraisSchoolingLife projectsCirculationEveryday lifeRural youthCIENCIAS HUMANAS::EDUCACAOJovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escolaRural youth of São Carlos - SP: everyday circulation, life projects and the meanings of the schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese ~ Magno Nunes Farias (repositório UFSCar).pdfTese ~ Magno Nunes Farias (repositório UFSCar).pdfTese de Doutoradoapplication/pdf5158187https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/1/Tese%20~%20Magno%20Nunes%20Farias%20%28reposit%c3%b3rio%20UFSCar%29.pdf314a6378488316eb195f9bf8bb79fb3dMD51Carta comprovante de versão final ~.pdfCarta comprovante de versão final ~.pdfCarta Comprovanteapplication/pdf460256https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/2/Carta%20comprovante%20de%20vers%c3%a3o%20final%20~.pdfe13439ce4ee35d032e54728891b97035MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTese ~ Magno Nunes Farias (repositório UFSCar).pdf.txtTese ~ Magno Nunes Farias (repositório UFSCar).pdf.txtExtracted texttext/plain528138https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/4/Tese%20~%20Magno%20Nunes%20Farias%20%28reposit%c3%b3rio%20UFSCar%29.pdf.txt6b3cb26340ba87a54a7056ea3af35c2eMD54Carta comprovante de versão final ~.pdf.txtCarta comprovante de versão final ~.pdf.txtExtracted texttext/plain1https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/6/Carta%20comprovante%20de%20vers%c3%a3o%20final%20~.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD56THUMBNAILTese ~ Magno Nunes Farias (repositório UFSCar).pdf.jpgTese ~ Magno Nunes Farias (repositório UFSCar).pdf.jpgIM Thumbnailimage/jpeg11630https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/5/Tese%20~%20Magno%20Nunes%20Farias%20%28reposit%c3%b3rio%20UFSCar%29.pdf.jpgaa69238d5513096311879ce1f0389967MD55Carta comprovante de versão final ~.pdf.jpgCarta comprovante de versão final ~.pdf.jpgIM Thumbnailimage/jpeg11050https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/13990/7/Carta%20comprovante%20de%20vers%c3%a3o%20final%20~.pdf.jpg01d533fad3f0aa95b4acc87bfe76ca54MD57ufscar/139902021-03-17 03:16:31.511oai:repositorio.ufscar.br:ufscar/13990Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222021-03-17T03:16:31Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
dc.title.alternative.eng.fl_str_mv |
Rural youth of São Carlos - SP: everyday circulation, life projects and the meanings of the school |
title |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
spellingShingle |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola Farias, Magno Nunes Escolarização Projetos de vida Circulação Cotidiano Juventudes rurais Schooling Life projects Circulation Everyday life Rural youth CIENCIAS HUMANAS::EDUCACAO |
title_short |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
title_full |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
title_fullStr |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
title_full_unstemmed |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
title_sort |
Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola |
author |
Farias, Magno Nunes |
author_facet |
Farias, Magno Nunes |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9612668432963212 |
dc.contributor.author.fl_str_mv |
Farias, Magno Nunes |
dc.contributor.advisor1.fl_str_mv |
Lopes, Roseli Esquerdo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1507752191797249 |
contributor_str_mv |
Lopes, Roseli Esquerdo |
dc.subject.por.fl_str_mv |
Escolarização Projetos de vida Circulação Cotidiano Juventudes rurais |
topic |
Escolarização Projetos de vida Circulação Cotidiano Juventudes rurais Schooling Life projects Circulation Everyday life Rural youth CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Schooling Life projects Circulation Everyday life Rural youth |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis aims to understand the aspects that involve the condition of rural youth life, as well as the everyday circulation, life projects and meanings of the school, taking the case of the rural youth of the city of São Carlos/SP. It was intended to understand and analyze what are the macro and microsocial aspects that involve the condition of youth life, limiting and/or enhancing the respective living. Thus, the objective was to determine how the everyday circulation of these young people is constituted, considering the traffic in the territories and communities; their life projects; and, finally, the meanings attributed to the school and how it marks such life projects and everyday circulation. With this study, we aimed to contribute to a critical analysis of the phenomena that pervade this population, in favor of solving problems that restrict their participation and social insertion. In addition, it was also thought to encourage advances in research enrolled in the field of rural youth and education, responding to a shortage of productions on the subject. For this purpose, the investigation was based mainly on theoretical and methodological excerpts from a Marxist basis. It is a research that dialogues with assumptions of participatory research and social occupational therapy, considering that it was based on a study carried out by an occupational therapist researcher. For the collection/production of data, “Workshops of dynamics, activities and projects”, “Individual and Territorial Follow-up” (through interviews, informal conversations, joint circulation and activities) and Questionnaire, directed to the production of oral narratives, written, imagery or audiovisual, which were later analyzed in their content. According to the data, these are poor young people, members of class-who-live-from-work. These people like to live in the rural territory, above all, for the tranquility of the space, however, the conditions that permeate the limitations of access to public and private services (health services, education, transport, leisure spaces for meetings, sociability and fun) mark the feeling of isolation in their experiences. In the context of everyday circulation, they point out that the central limits are the absence of transportation, the lack of money and, sometimes, barriers imposed by parents or guardians. Young people are able to find escape points to overcome these limitations, but within that the school still remains the central space that produces everyday circulation, in the coming and going, in the promotion of meetings, fun and sociability, although little dialogue with those indicated needs, which creates conflicts. In relation to life projects, young people build projects that have as main focus the insertion in the labor market and higher education, which are generally associated. Projects are often more tied to the most urgent needs (thus called projects-necessity), such as getting a job to help parents financially, paying for college or courses and having greater autonomy in local territory, especially for young people most affected by poverty. Other projects are aimed at more distant futures, linked to dreams (the projects-dreams), such as being more socially recognized professionals, getting to know other countries and cultures and more, which go beyond the locality. Thus, it is identified that many life projects refer to projects for wider circulation, comprising beyond the local community, which often demands actions that the rural territory does not offer, since the intent is incompatible with staying in that territory. Finally, there is an urgent need for public policies for rural youths based on the emancipatory everyday circulation, in which the school, especially in the context of high school, has the potential to become a center of creativity, which in articulation with other equipment in the rural territory, can expand the experience of life and the chances of coming and going freely - producing the being more of these young people. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-03-16T20:20:28Z |
dc.date.available.fl_str_mv |
2021-03-16T20:20:28Z |
dc.date.issued.fl_str_mv |
2021-03-15 |
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dc.identifier.citation.fl_str_mv |
FARIAS, Magno Nunes. Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13990. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/13990 |
identifier_str_mv |
FARIAS, Magno Nunes. Jovens rurais de São Carlos - SP: circulação cotidiana, projetos de vida e os sentidos da escola. 2021. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13990. |
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https://repositorio.ufscar.br/handle/ufscar/13990 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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