“É o que a gente veio aqui pra fazer”: participação da juventude na política escolar

• Autor(a) principal: Ribeiro, Zenaide Mariano
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20642
• topic: Juventud; Participación política; Educación escolar; Performatividad; Youth; Political participation; Schooling; Performativity; Democracy; Juventude; Participação política; Educação escolar; Performatividade; Democracia; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO

Despite the often renewed interest of the youth sudies in the political participation of youth, investigations are little dedicated to inaction or momentos of lesser visibility of movements. The present study seeks to reduce this gap by investigating the political participation of young people in Cefet/RJ over ten years, from 2012 to 2021, based on records of meetings of student councils and organizations and interviews with young students and teachers at the institution. To think about youth, we take the notion of performative identification of youth, developed by Miriam Leite in dialogue with Judith Butler's notion of performative gender and the performative iterability of language, as proposed by Jacques Derrida. We think of political participation as a requisite for democracy with Butler, Chantal Mouffe and Jacques Rancière, references that also organize the thoughts about democracy in school education. This work also considers, in dialogue with Martín Retamozo's argument, the students' demand, collectively produced in a movement of identification between them. The treating of the documents that make up the research corpus took place in conjunction with Jacques Le Goff's approach, in which the document carries the projection of an image/meaning, considering the conditions in which it was produced. The interviews were planned and carried out based on Leonor Arfuch's theorization, that is, considering the narrative as an effort to attribute meaning to the enunciations, in a dialogical way; this conception of narrative also guides the work with the documents. Three iteration contexts organized the discussion of the material: enunciations about participating youth, youth political representation and demands of young students. The narratives present in the empirical corpus point to the construction of a variety of demands, constructed in different ways and in articulation between the students themselves or with organizations, internal or external to the student body. The most recurrent demand for education, linked to the strong identification of young people as students, stands out.