Coletivos estudantis nas ocupações secundaristas e seus impactos na formação da personalidade
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Data
2023-05-11
Autores
Braga, Gabriela Pinto
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa possui como objetivo analisar os impactos da participação em coletivos estudantis na personalidade, especificamente nas ocupações secundaristas de 2015. Todo o estudo fundamenta-se na Psicologia Histórico-cultural, especialmente nas obras de Lídia Bozhovich. A autora compreende a personalidade como um nível de desenvolvimento psíquico que se manifesta na autopercepção do sujeito, o qual se diferencia de outros sujeitos e age intencionalmente na realidade sendo orientado por seus objetivos conscientes, não somente pelos estímulos externos. Assim, a pesquisa se iniciou com uma breve contextualização da política nacional e estadual no momento das ocupações secundaristas, discutindo também o movimento de ocupações e os coletivos estudantis. Também foi realizado um estudo sistemático das obras de Bozhovich traduzidas para espanhol e inglês sobre personalidade. Os estudos teóricos foram seguidos pela realização de entrevistas com cinco participantes das ocupações realizadas em Bauru para investigar seus discursos de acordo com as categorias coletivo, relações sociais, afetos e auto reflexão. A partir dessas categorias, pudemos perceber como a teoria de Lídia Bozhovich se manifesta na realidade da adolescência brasileira. Nesse contexto, os dados analisados mostraram que o coletivo estudantil dos adolescentes era autônomo e, ainda sim, mediado por adultos que os próprios adolescentes escolhiam. Também percebemos que a participação ativa no coletivo só acontecia quando o estudante se sentia pertencente àquele coletivo, ou seja, quando o estudante se identificava afetivamente com o coletivo e compreendia suas ações. A participação nas ocupações secundaristas levou os adolescentes a assumirem novas posições e responsabilidades, o que transformou a posição social e interna desses adolescentes. Além disso, os valores do coletivo se transformaram nos valores dos estudantes a partir da conceitualização dos afetos que mobilizaram os estudantes a participar do coletivo. A pesquisa demonstrou como a escola é um espaço potencial para o desenvolvimento da personalidade quando o adolescente tem autonomia em suas atividades.
This research aims to analyze the impacts of the participation in student collectives on personality, specifically in the 2015 secondary occupations. The entire study is based on Cultural-Historical Psychology, especially on the writings of Lidia Bozhovich. The author understands personality as a level of psychic development that manifests itself in the selfperception of the person who differentiates themselves from other individuals and acts intentionally in reality, being guided by their conscious objectives, not only by external stimuli. Thus, the research began with a brief contextualization of national and state politics at the time of the secondary school occupations, also discussing the occupation movement and the student collectives. A systematic study of Bozhovich's works translated into Spanish and English on personality was also conducted. The theoretical studies were followed by interviews with five participants of the occupations held in Bauru to investigate their discourses according to the categories collective, social relations, affections, and self-reflection. From these categories, we could see how Lídia Bozhovich's theory manifests itself in the reality of Brazilian adolescence. In this context, the analyzed data showed that the adolescents' student collective was autonomous and yet mediated by adults that the adolescents themselves chose. We also noticed that active participation in the collective only happened when the students felt they belonged to that collective, meaning that they identified affectively with the collective and understood its actions. Participation in the secondary school occupations led the adolescents to assume new positions and responsibilities, which transformed their social and internal position. Moreover, the values of the collective were transformed into the values of the students from the conceptualization of the affections that mobilized the students to participate in the collective. The research demonstrated how the school is a potential locus for personality development when the adolescent has autonomy in their activities
This research aims to analyze the impacts of the participation in student collectives on personality, specifically in the 2015 secondary occupations. The entire study is based on Cultural-Historical Psychology, especially on the writings of Lidia Bozhovich. The author understands personality as a level of psychic development that manifests itself in the selfperception of the person who differentiates themselves from other individuals and acts intentionally in reality, being guided by their conscious objectives, not only by external stimuli. Thus, the research began with a brief contextualization of national and state politics at the time of the secondary school occupations, also discussing the occupation movement and the student collectives. A systematic study of Bozhovich's works translated into Spanish and English on personality was also conducted. The theoretical studies were followed by interviews with five participants of the occupations held in Bauru to investigate their discourses according to the categories collective, social relations, affections, and self-reflection. From these categories, we could see how Lídia Bozhovich's theory manifests itself in the reality of Brazilian adolescence. In this context, the analyzed data showed that the adolescents' student collective was autonomous and yet mediated by adults that the adolescents themselves chose. We also noticed that active participation in the collective only happened when the students felt they belonged to that collective, meaning that they identified affectively with the collective and understood its actions. Participation in the secondary school occupations led the adolescents to assume new positions and responsibilities, which transformed their social and internal position. Moreover, the values of the collective were transformed into the values of the students from the conceptualization of the affections that mobilized the students to participate in the collective. The research demonstrated how the school is a potential locus for personality development when the adolescent has autonomy in their activities
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Palavras-chave
Coletivo estudantil, Personalidade, Ocupações secundaristas, Bozhovich, Psicologia histórico-cultural, Student collectives, Personality, High school occupations