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André Márcio Picanço Favachohttp://lattes.cnpq.br/5194971656535358Priscila Piazentini VieiraShirley Aparecida de MirandaRenata Pereira Lima AspisCristiane Maria Marinhohttp://lattes.cnpq.br/0647149853243853Patrícia Karla Soares Santos Dorotéio2021-03-15T12:47:32Z2021-03-15T12:47:32Z2020-12-11http://hdl.handle.net/1843/35167https://orcid.org/0000-0003-4236-2643Esta pesquisa se interessa pelas militâncias de jovens professoras, atuantes em múltiplas pautas e múltiplos focos e que fazem uso intensivo das redes sociais como lócus de resistência, em consonância com os modos de agir das lutas contemporâneas. Assim, são sujeitos desta pesquisa Sara, Zuca e Monique, três jovens professoras que se autointitulam militantes. Elas se engajam em pautas que envolvem a escola, a educação pública e a profissão docente, mas, sobremaneira, os feminismos, as demandas LGBT, entre outras causas que têm disputado o cenário dos movimentos e das mobilizações recentes. Como estratégia teórico-metodológica, foi feita uma netnografia das três professoras na rede social facebook, seguida por entrevista. A pesquisa propõe um estudo ético-político, tomando como fundamento os conceitos de experiência e ética em Michel Foucault. Tal construção teórica permite traçar vínculos entre a ética, a política e o dizer verdadeiro, vínculos que guardam uma estreita relação com a experiência. A partir do que as professoras compartilharam e publicaram na rede social facebook e do que disseram durante a entrevista, foi possível localizar elementos que se relacionam ao prazer de viver uma vida militante. Prazer ancorado em um enunciado que parece dizer: “lute e defenda causas e pautas de si mesmas e dos outros”, uma vez que envolve um conjunto de discursos de luta e defesa das causas e pautas dos trabalhadores, das trabalhadoras, das classes populares, das pessoas mais pobres, mas também das diversidades, das minorias e das diferentes formas de viver a vida. Além disso, a pesquisa revelou que as professoras procuram reconhecer a obrigação moral de lutar e defender respondendo a um tipo de feminismo de rede, construído a partir das vivências, das situações cotidianas e das alianças entre os feminismos e as demais lutas. Entre as práticas desse feminismo de rede, está o agir solidário às causas e pautas que elas curtem, publicam, compartilham e pelas quais vão às ruas. Também aparecem na pesquisa as práticas do viver militante, um trabalho ético sobre si mesmas, pelo qual as professoras se mostram em busca da coerência entre o que dizem e os modos como vivem suas vidas. Com essas práticas, elas parecem ter como finalidade um agir em conjunto com aqueles e aquelas que estão em busca de novas formas democráticas e coletivas de governo e que também estão em luta para que as vidas em condições de precariedade e vulnerabilidade sejam possíveis de serem vividas, sejam vidas viáveis. Esta tese defende que a experiência de militância das professoras pesquisadas é constituída pelas práticas do feminismo de rede. Práticas que apostam na potência transformadora dos “pequenos” constrangimentos e tensionamentos produzidos nas redes sociais e nos modos de vida, e que estão revelando tentativas de corroer verdades difíceis de serem desestabilizadas.This research is interested in the militant experience of young female teachers that act on multiple agendas and multiple focuses and who make intensive use of social networks as a locus of resistance, in accordance with the ways of action in contemporary struggles. Thus, the subjects in this research are Sara, Zuca and Monique, three young teachers who claim to be militants. They engage in agendas that involve the school, public education, the teaching profession, but, above all, feminisms, the LGBT demands, among other causes that have disputed the scene of recent movements and mobilizations. As a theoretical-methodological strategy, a netnography was made on the social network Facebook of these three teachers, followed by an interview. The research proposes an ethical-political study, founded on Michel Foucault’s concepts of experience and ethics. Foucault’s theoretical construction allows us to draw connections between ethics, politics and truth-telling, which will trigger a close relationship between politics, ethics and experience. Based on what the teachers shared and published on Facebook and on what they said during the interview, it was possible to find elements that relate to the pleasure of living a militant life. This statement on pleasure seems to say: “fight and defend causes and agendas concerning ourselves and others”, since it involves a set of discourses of struggle and defense of the causes and agendas of the workers, the working classes, the popular classes, the most poor people, but also of diversity, minorities and different ways of living life. In addition, the research has revealed that the teachers seek to recognize the moral obligation to fight and defend by responding to a type of network feminism, built from experiences, everyday situations and alliances between feminisms and other struggles. Among the practices of this network feminism, there is the solidarity action regarding causes and agendas for which they like, publish, share and for which they take to the streets. There are also the practices of militant living, an ethical work about themselves, for which the teachers show themselves in search of consistency between what they say and the ways in which they live their lives. From these practices, they seem to have the purpose of acting together with those who are in search of new democratic and collective forms of government; and who are also struggling so that lives in conditions of precariousness and vulnerability are possible to be lived, to be just and viable lives. This thesis seeks to defend that the militancy experience of the researched teachers is constituted by network feminism practices. These are practices that bet on the transformative power of “small” constraints and tensions produced on social networks, which is revealing other ways of life and attempts of eroding truths that are difficult to destabilize.FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas GeraisporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação - Conhecimento e Inclusão SocialUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOAtivistas pelos direitos civisReformadores sociaisFeminismoÉticaCiência políticaRedes sociaisProfessorasMilitânciaFeminismosÉtica e políticaExperiência docenteNetnografiaFeminismos, redes sociais e modos de vida: a experiência militante de jovens professorasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALFeminismos, redes sociais e modos de vida.pdfFeminismos, redes sociais e modos de vida.pdfapplication/pdf13490862https://repositorio.ufmg.br/bitstream/1843/35167/1/Feminismos%2c%20redes%20sociais%20e%20modos%20de%20vida.pdf3d5a5d17ec19296c285bf23ed5266f67MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/35167/2/license.txt34badce4be7e31e3adb4575ae96af679MD521843/351672021-03-15 09:47:32.578oai:repositorio.ufmg.br:1843/35167TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEgRE8gUkVQT1NJVMOTUklPIElOU1RJVFVDSU9OQUwgREEgVUZNRwoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSBhbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIChSSS1VRk1HKSBvIGRpcmVpdG8gbsOjbyBleGNsdXNpdm8gZSBpcnJldm9nw6F2ZWwgZGUgcmVwcm9kdXppciBlL291IGRpc3RyaWJ1aXIgYSBzdWEgcHVibGljYcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBkZWNsYXJhIHF1ZSBjb25oZWNlIGEgcG9sw610aWNhIGRlIGNvcHlyaWdodCBkYSBlZGl0b3JhIGRvIHNldSBkb2N1bWVudG8gZSBxdWUgY29uaGVjZSBlIGFjZWl0YSBhcyBEaXJldHJpemVzIGRvIFJJLVVGTUcuCgpWb2PDqiBjb25jb3JkYSBxdWUgbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBvIFJlcG9zaXTDs3JpbyBJbnN0aXR1Y2lvbmFsIGRhIFVGTUcgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgcHVibGljYcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRlIHN1YSBwdWJsaWNhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHB1YmxpY2HDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgYW8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHB1YmxpY2HDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBQVUJMSUNBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCk8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lKHMpIG91IG8ocykgbm9tZXMocykgZG8ocykgZGV0ZW50b3IoZXMpIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBkYSBwdWJsaWNhw6fDo28sIGUgbsOjbyBmYXLDoSBxdWFscXVlciBhbHRlcmHDp8OjbywgYWzDqW0gZGFxdWVsYXMgY29uY2VkaWRhcyBwb3IgZXN0YSBsaWNlbsOnYS4KCg==Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2021-03-15T12:47:32Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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