Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/14835 |
Resumo: | This thesis defends that subjects coming from a Potiguara cultural identity re-signifies their knowledge, built along their lifetime trajectory, through the knowledge and experiences leamed in the formative processes from their entrance into the university. Thus, to reflect about the experiences that involve this thesis, the theoretical references were constituted in the interrelation between several fields of knowledge and practice, such as university (Saviani 2007; Boaventura 2013); ethnicity and native identity (Hall 2006; Ianni 2004); multiculturalism, interculturalism and cultural studies (Candau 2008; Jovchelovitch 2011; Grando and Hasse 2001; Silva 2000; Brandão 2002). It includes Philosophy, Anthropology, Sociology and Education, highlighting the concept of identity as central category (Hall 2009; Bauman 2005; Silva 2013; Elias 1994; among others). Therefore, the general objective of this qualitative research was to investigate, from the life narratives of the native youths, the ways in which they re-signify their identity considering the academic experiences lived in the Executive Secretariat course, offered at campus IV of UFPB, in the Mamanguape Valley region. The specific objectives are: identify how the native students are inserting themselves into the academic universe; recognize fundamental subjects, spaces and processes so that these young people can build intersections between their cultural identities and the academic knowledge through an intercultural dialogue; perceive, from their lifetime trajectories, how their experiences could contribute to the entrance in the university and the choosing of a higher education programme. The methodological approach adopted was the (auto) biographical research because it allows the articulation of meanings from the centrality of narratives of the young Potiguara Natives, considering the concepts of experience (Larrosa 2002; Delory-Momberger 2006), training experience (Josso 2004) and narratives (Ricouer 1994; Benjamin 1994; Bertaux 2010). The procedure for the production of the narratives was a dialogical group (DG) with the participation of three native students, comprising the following activities: questionnaire application on personal, academic and professional information; practical activities for the development of the concepts underlying this thesis; and, lastly, the realization of the narrative. The participant observation, a roaming diary and the analysis of the academic reports of those involved complemented the data collection. We use the discursive textual analysis for the research corpus, under the bias of what Roque Moraes (2014) calls "a storm of light", because this methodology seeks to interpret the productions made and constructed in the qualitative research, representing a hermeneutic and heuristic understanding. Starting from the narratives, we understand moments and processes that made the subjects get involved in activities promoted by the university, seeking their insertion in that space. We also identified the subjects that allowed the intersection between their cultural identity and the academic knowledge, highlighting parents, relatives, friends and professors; and, lastly, we recognized some contradictions and complementarities existing in the intersection between academic and native knowledge, making possible a process ofre-signification of one's own identity. |
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Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguaraIdentidadeIndígena potiguaraNarrativaInterculturalidadeFormação superiorIdentityPotiguara nativesNarrativeInterculturalismHigher educationIdentidadNativos potiguaraNarrativalnterculturalidadFormación supenorCNPQ::CIENCIAS HUMANAS::EDUCACAOThis thesis defends that subjects coming from a Potiguara cultural identity re-signifies their knowledge, built along their lifetime trajectory, through the knowledge and experiences leamed in the formative processes from their entrance into the university. Thus, to reflect about the experiences that involve this thesis, the theoretical references were constituted in the interrelation between several fields of knowledge and practice, such as university (Saviani 2007; Boaventura 2013); ethnicity and native identity (Hall 2006; Ianni 2004); multiculturalism, interculturalism and cultural studies (Candau 2008; Jovchelovitch 2011; Grando and Hasse 2001; Silva 2000; Brandão 2002). It includes Philosophy, Anthropology, Sociology and Education, highlighting the concept of identity as central category (Hall 2009; Bauman 2005; Silva 2013; Elias 1994; among others). Therefore, the general objective of this qualitative research was to investigate, from the life narratives of the native youths, the ways in which they re-signify their identity considering the academic experiences lived in the Executive Secretariat course, offered at campus IV of UFPB, in the Mamanguape Valley region. The specific objectives are: identify how the native students are inserting themselves into the academic universe; recognize fundamental subjects, spaces and processes so that these young people can build intersections between their cultural identities and the academic knowledge through an intercultural dialogue; perceive, from their lifetime trajectories, how their experiences could contribute to the entrance in the university and the choosing of a higher education programme. The methodological approach adopted was the (auto) biographical research because it allows the articulation of meanings from the centrality of narratives of the young Potiguara Natives, considering the concepts of experience (Larrosa 2002; Delory-Momberger 2006), training experience (Josso 2004) and narratives (Ricouer 1994; Benjamin 1994; Bertaux 2010). The procedure for the production of the narratives was a dialogical group (DG) with the participation of three native students, comprising the following activities: questionnaire application on personal, academic and professional information; practical activities for the development of the concepts underlying this thesis; and, lastly, the realization of the narrative. The participant observation, a roaming diary and the analysis of the academic reports of those involved complemented the data collection. We use the discursive textual analysis for the research corpus, under the bias of what Roque Moraes (2014) calls "a storm of light", because this methodology seeks to interpret the productions made and constructed in the qualitative research, representing a hermeneutic and heuristic understanding. Starting from the narratives, we understand moments and processes that made the subjects get involved in activities promoted by the university, seeking their insertion in that space. We also identified the subjects that allowed the intersection between their cultural identity and the academic knowledge, highlighting parents, relatives, friends and professors; and, lastly, we recognized some contradictions and complementarities existing in the intersection between academic and native knowledge, making possible a process ofre-signification of one's own identity.La tesis defendida es la de que el sujeto proveniente de una identidad cultural Potiguara, a través de los conocimientos y experiencias desarrollados en los procesos formativos a partir de su ingreso en la universidad, replanta sus saberes construidos a lo largo de su trayectoria de vida. Las referencias teóricas empleadas para reflexionar sobre las experiencias descritas se constituyeron en la interrelación entre varios campos de conocimiento y práctica, como: universidad (SAVIANI, 2007; y BOAVENTURA, 2013); etnia e identidad nativa (HALL, 2006; e IANNI, 2004); multiculturalidad, interculturalidad y estudios culturales (CANDAU, 2008; JOVCHELOVITCH, 2011; GRANDO y HASSE, 2001; SILVA, 2000; y BRANDÃO, 2002), abarcando la filosofia, la antropología, la sociología y la educación, destacando el concepto de identidad como categoria central (HALL, 2009; BAUMAN, 2005; SILVA, 2013; ELIAS, 1994; entre otros). Así, el objetivo general de esta investigación cualitativa fue averiguar, a partir de las narrativas de vida de los/las jóvenes nativos/as, los modos como replantan su identidad considerando las experiencias académicas vivenciadas en el curso de Secretariado Ejecutivo ofrecido en el campus IV de la UFPB, en la región dei Vale dei Mamanguape. Los objetivos específicos son: identificar cómo los/las estudiantes nativas/os han buscado insertarse en el universo académico; reconocer sujetos, espacios y procesos fundamentales para que estos/estas jóvenes puedan construir intersecciones entre sus identidades culturales y el conocimiento académico, a través de un diálogo intercultural; detectar cómo sus experiencias pudieron contribuir al ingreso en la universidad y la elección de un curso superior, desde sus trayectorias de vida. La metodología utilizada fue la investigación ( auto )biográfica que permite la articulación de sentidos desde la centralidad de las narrativas de los/las jóvenes Potiguara, considerando los conceptos de experiencia (LARROSA, 2002; y DELORYMOMBERGER, 2006); experiencia formadora (JOSSO, 2004) y narrativas (RICOUER, 1994; BENJAMIN, 1994; y BERTAUX, 2010). El procedimiento para desarrollar las narrativas fue el grupo dialógico (GD) con la participación de tres estudiantes nativas/os, y las siguientes actividades: aplicación de una encuesta sobre informaciones personales, académicas y profesionales; actividades prácticas para el desarrollo de los conceptos de esta tesis; y, por último, la realización de la narrativa. La obtención de datos fue complementada con la observación participante, el diario de investigación y el análisis dei memorial académico de los/las involucrados/as. Para el análisis dei conjunto de la investigación utilizamos el textual discursivo, bajo el sesgo que Roque Moraes (2014) denomina "tempestad de luz", una metodología que busca interpretar las producciones realizadas y construidas en la investigación cualitativa, una vez que representa una comprensión de carácter hermenéutico y heurístico. A partir de las narrativas, entendemos momentos y procesos que determinaron la participación de los sujetos en actividades promovidas por la universidad, buscando su inserción en ese espacio; identificamos a los sujetos que aceptaron la intersección entre su identidad cultural y los conocimientos académicos, destacando a los padres y madres, familiares, amigos/as y docentes; y, por último, reconocimos algunas contradicciones y complementariedades existentes en la intersección entre el conocimiento académico y nativo, posibilitando un proceso de replantar su propia identidad.NenhumaA tese defendida neste trabalho é a de que o sujeito proveniente de uma identidade cultural Potiguara, através dos conhecimentos e experiências apreendidos nos processos formativos a partir do seu ingresso na universidade, ressignifica seus saberes construídos ao longo de sua trajetória de vida. Sendo assim, as referências teóricas para pensar as experiências que envolvem esta tese se constituiu na inter-relação entre vários campos do conhecimento e prática, tais como: universidade (SA VIANI, 2007 e BOAVENTURA, 2013); etnia e identidade indígena (HALL, 2006 e IANNI,2004); multiculturalismo, interculturalidade e nos estudos culturais (CANDAU, 2008; JOVCHELOVITCH, 2011; GRANDO e HASSE, 2001; SILVA, 2000 e BRANDÃO, 2002), compreendendo a Filosofia, a Antropologia, a Sociologia e a Educação, ressaltando como categoria central, o conceito de identidade (HALL, 2009; BAUMAN, 2005; SILVA, 2013; ELIAS,1994; dentre outros). Portanto, o objetivo geral desta pesquisa qualitativa foi investigar, a partir das narrativas de vida dos jovens indígenas, os modos como estes ressignificam sua identidade considerando as experiências acadêmicas vivenciadas no curso de Secretariado Executivo, oferecido no campus IV da UFPB, na região do Vale do Mamanguape. Os objetivos específicos envolveram: identificar como os educandos e educandas indígenas têm buscado se inserir no universo acadêmico; reconhecer sujeitos, espaços e processos fundamentais para que estes/estas jovens possam construir interseções entre suas identidades culturais e o conhecimento acadêmico, através de um diálogo intercultural; perceber a partir de suas trajetórias de vida, como suas experiências puderam contribuir para o ingresso na universidade e a escolha de um curso superior. A abordagem metodológica adotada foi a pesquisa ( auto )biográfica, por permitir a articulação de sentidos a partir da centralidade das narrativas dos jovens Potiguara, considerando os conceitos de experiência (LARROSA, 2002 e DELORY-MOMBERGER, 2006); experiência formadora (JOSSO, 2004) e narrativas (RICOUER, 1994; BENJAMIN, 1994 e BERTAUX, 2010). O procedimento para a produção das narrativas foi o grupo dialógico (GD) com a participação de três estudantes indígenas, compreendendo as seguintes atividades: aplicação de questionário sobre informações pessoais, acadêmicas e profissionais; atividades práticas para o desenvolvimento dos conceitos embasadores desta tese; e, por fim, a realização da narrativa. A coleta de dados foi complementada com a observação participante, o diário de itinerância e a análise do memorial acadêmico dos envolvidos. Para a análise do corpus da pesquisa, utilizamos a textual discursiva, sob o viés do que Roque Moraes (2014) denomina de "tempestade de luz", por se tratar de uma metodologia que busca interpretar as produções realizadas e construídas na pesquisa qualitativa, representando uma compreensão de caráter hermenêutico e heurístico. Partindo das narrativas, compreendemos momentos e processos que fizeram com que ele e elas se envolvessem em atividades promovidas pela universidade, buscando a inserção nesse espaço; identificamos os sujeitos que possibilitaram a interseção entre sua identidade cultural e os conhecimentos acadêmicos, destacando os pais, parentes, amigos e professores; e por fim, reconhecemos algumas contradições e complementaridades existentes na interseção entre o conhecimento acadêmico e indígena, possibilitando um processo de ressignificação da própria identidade.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBCarvalho, Maria Eulina Pessoa dehttp://lattes.cnpq.br/4066341343633963Olinda, Ercília Maria Braga deSousa, Elaine Freitas de2019-06-26T16:19:39Z2019-06-262019-06-26T16:19:39Z2017-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/14835porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2019-06-26T16:19:39Zoai:repositorio.ufpb.br:123456789/14835Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2019-06-26T16:19:39Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
title |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
spellingShingle |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara Sousa, Elaine Freitas de Identidade Indígena potiguara Narrativa Interculturalidade Formação superior Identity Potiguara natives Narrative Interculturalism Higher education Identidad Nativos potiguara Narrativa lnterculturalidad Formación supenor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
title_full |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
title_fullStr |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
title_full_unstemmed |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
title_sort |
Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara |
author |
Sousa, Elaine Freitas de |
author_facet |
Sousa, Elaine Freitas de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Carvalho, Maria Eulina Pessoa de http://lattes.cnpq.br/4066341343633963 Olinda, Ercília Maria Braga de |
dc.contributor.author.fl_str_mv |
Sousa, Elaine Freitas de |
dc.subject.por.fl_str_mv |
Identidade Indígena potiguara Narrativa Interculturalidade Formação superior Identity Potiguara natives Narrative Interculturalism Higher education Identidad Nativos potiguara Narrativa lnterculturalidad Formación supenor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Identidade Indígena potiguara Narrativa Interculturalidade Formação superior Identity Potiguara natives Narrative Interculturalism Higher education Identidad Nativos potiguara Narrativa lnterculturalidad Formación supenor CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis defends that subjects coming from a Potiguara cultural identity re-signifies their knowledge, built along their lifetime trajectory, through the knowledge and experiences leamed in the formative processes from their entrance into the university. Thus, to reflect about the experiences that involve this thesis, the theoretical references were constituted in the interrelation between several fields of knowledge and practice, such as university (Saviani 2007; Boaventura 2013); ethnicity and native identity (Hall 2006; Ianni 2004); multiculturalism, interculturalism and cultural studies (Candau 2008; Jovchelovitch 2011; Grando and Hasse 2001; Silva 2000; Brandão 2002). It includes Philosophy, Anthropology, Sociology and Education, highlighting the concept of identity as central category (Hall 2009; Bauman 2005; Silva 2013; Elias 1994; among others). Therefore, the general objective of this qualitative research was to investigate, from the life narratives of the native youths, the ways in which they re-signify their identity considering the academic experiences lived in the Executive Secretariat course, offered at campus IV of UFPB, in the Mamanguape Valley region. The specific objectives are: identify how the native students are inserting themselves into the academic universe; recognize fundamental subjects, spaces and processes so that these young people can build intersections between their cultural identities and the academic knowledge through an intercultural dialogue; perceive, from their lifetime trajectories, how their experiences could contribute to the entrance in the university and the choosing of a higher education programme. The methodological approach adopted was the (auto) biographical research because it allows the articulation of meanings from the centrality of narratives of the young Potiguara Natives, considering the concepts of experience (Larrosa 2002; Delory-Momberger 2006), training experience (Josso 2004) and narratives (Ricouer 1994; Benjamin 1994; Bertaux 2010). The procedure for the production of the narratives was a dialogical group (DG) with the participation of three native students, comprising the following activities: questionnaire application on personal, academic and professional information; practical activities for the development of the concepts underlying this thesis; and, lastly, the realization of the narrative. The participant observation, a roaming diary and the analysis of the academic reports of those involved complemented the data collection. We use the discursive textual analysis for the research corpus, under the bias of what Roque Moraes (2014) calls "a storm of light", because this methodology seeks to interpret the productions made and constructed in the qualitative research, representing a hermeneutic and heuristic understanding. Starting from the narratives, we understand moments and processes that made the subjects get involved in activities promoted by the university, seeking their insertion in that space. We also identified the subjects that allowed the intersection between their cultural identity and the academic knowledge, highlighting parents, relatives, friends and professors; and, lastly, we recognized some contradictions and complementarities existing in the intersection between academic and native knowledge, making possible a process ofre-signification of one's own identity. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-12-15 2019-06-26T16:19:39Z 2019-06-26 2019-06-26T16:19:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/14835 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/14835 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842949637537792 |