Relações Intergrupais e Estratificação Social: construção da identidade social de estudantes da rede estadual do Rio de Janeiro

• Autor(a) principal: Peixoto, álvaro Rafael Santana
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15220
• topic: Social Representations; Social Comparison; Social Stratification; Youth; Public School Students; Comparação Social; Estratificação social; Juventude; Estudantes de Escola Pública; Psicologia Social; Representações Sociais; Escola Pública; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

This work fits into the great field of social psychology through the theories of social representations and social identity and also of sociology with Pierre Bourdieu's theories of the field, habitus, and capitals. The purpose of this study is to investigate how a group with low amount capital (students from state public schools in Rio de Janeiro) compares with a group that is ranked higher (students of the University of São Paulo) and in an inferior position (homeless people) and with that they constitute their social identity. The theory of social representations of Serge Moscovici and its structural and societal approaches and the way they connects to the theory of social identity, formulated by Henri Tajfel, are the theoretical bases of this work. The aforementioned theories of Pierre Bourdieu are used to understand the positions that these groups occupy in social stratification, as well as the way these positions interfere in social thought. As a method of this study, three questionnaires were applied to 124 students, who had questions about Free World Evocations and Likert items about the three target groups. Likert's items aimed to observe which modalities of comparison are used (comparisons by capacity, by compliance with social norms, by essence and by perceived hostility). For the analysis of the questions of Free World Evocations were used the Prototypic analysis, or analysis of the four houses, which aims to determine which elements are candidates for the central core and the peripheral system of each representation. For Likert items, were used the analysis of variance and the t-student test of independent samples, in order to compare the means of the responses related to each of the groups. As results, it is observed that the representations of public school students about the three groups tend to present a homology with the positions occupied by each one in the social stratification, since positive elements tend to appear more frequently in the representation of USP students than in public school students or homeless people. The questions on the modalities of comparison have shown that social comparison does not occur equally between groups, so that homeless people are depreciated for not following basic social norms such as hygiene and work, public school students are deprecated for being lazy in essence, and USP students are appreciated for a disciplined essence and depreciated because they represent a possibility of aggression because they feel superior to other students. As a conclusion, there is a tendency of public school students to value themselves against the other two groups and not to think of themselves as less capable than USP students, only as more undisciplined, demonstrating that although their representations reflect social positions, they depreciate themselves only in some modalities in comparison to USP students. It is also clear that the comparison forms change depending on the target group of comparison