Norte-nordestinos na pós-graduação em Educação (stricto sensu) na cidade de São Paulo: implicações sobre a constituição da identidade

• Autor(a) principal: Silva, Carla Andréa
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16130
• topic: Identidade; Professores norte-nordestinos; Pós-graduação stricto sensu em São Paulo; História oral; Identity; Northerner/northeastern teachers; Strictu sensu post graduate in São Paulo; Oral history; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

This research had as a main goal to understand the processes of identity transformation of Northerner and Northeastern teachers from their experiences as Education post graduate students in São Paulo city. We seek to answer the following question, consisting in the research problem: what are the implications of a post graduate course in São Paulo in the process of identity construction of northerner-northeastern teachers? The theoretical framework used in this research had the support of theories concerning the psychosocial conception of identity proposed by Ciampa (2006a, 2006b, 2007), studies about Brazilian history and Northeastern history based in Faoro (2008), Andrade, Fernandes e Cavalcanti (2008), Mota (2000), Albuquerque Júnior (2003, 2007, 2011) and Freyre (1981,1996). This was a qualitative research and the data was collected through non-direct interviews. Eight northerner-northeastern teachers, who were attending the stricto sensu post graduate Education program of the Pontifícia Universidade Católica de São Paulo (PUC-SP), were interviewed aiming to tell their life stories. The interviews were analyzed using thematic units based on Minayo (2004). The thematic units were organized according to the contents expressed in the narratives, such as: the name, place of birth, family, school, work and post graduate program. The data collected revealed that the teachers recognized the importance of the spatiality represented by the North and the Northeast as the foundation of the constitution of their identities, in a movement of rapprochement and estrangement toward the images and speeches constructed about the region and its inhabitants. The family, specially the parents, were pointed out as the key actors of the socialization process experienced in the family context. School is another institution pointed out because of its contributions to the teachers` socialization processes, even though the public education offered in their regions had been precarious and insufficient according to the actual demands. To get to the post graduate program and get a degree is seen as an important achievement to both teachers and their families. The decision to attend a post graduate program in São Paulo caused some difficulties such as: family distance and the experience of prejudice. However, the teachers evaluate the experience of living in São Paulo as being very important in the academic field, and also because the solidarity network that was, in the distance, formed by peers