Narrativa, tradição, interculturalidade: os significados da formação acadêmica na identidade de jovens potiguara

Detalhes bibliográficos
Autor(a) principal: Sousa, Elaine Freitas de
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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spelling 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
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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
rights_invalid_str_mv 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
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection 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)
repository.mail.fl_str_mv diretoria@ufpb.br|| diretoria@ufpb.br
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