Identidade e gênero no cotidiano de uma escola do interior paulista: reflexões sobre o processo de formação dos sujeitos
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Data
2019-02-27
Autores
Chotolli, Wesley Piante
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Considerando a identidade conforme um processo construído socialmente, que pode ser alterado e modificado de acordo com o contexto e as experiências vivenciadas durante a vida social dos sujeitos, buscou-se apontamentos sobre como as questões de gênero são percebidas, discutidas e constituem às ações e os comportamentos dentro do espaço escolar, tal qual o processo de construção das identidades. Percebendo a sociedade moderna um tanto quanto fragilizadora dos laços sociais, a escola se apresenta conforme um ambiente de socialização e de convívio com o diverso, mesmo que se configure de maneira desigual para os sujeitos frequentadores do lugar. Esta pesquisa objetiva analisar as compreensões de um grupo de adolescentes sobre identidade e seus processos de constituição, tanto quanto a possível participação das vivências escolares nos entendimentos trazidos acerca da mesma, enfatizando a questão do gênero. Para isso, procede-se à abordagem qualitativa, dispondo dos instrumentos de coleta de dados as observações participantes e entrevistas com alunas e alunos de uma instituição escolar de uma cidade do interior paulista, realizadas ao longo de um ano. Como aporte teórico, utilizou-se os estudos culturais e a teoria queer, visando compreender os processos de construção e desconstrução dos aspectos significantes da formação das identidades, de modo que se entendam os movimentos dos grupos no interior da unidade escolar e suas características. Em vista disso, observou-se que os aspectos relevantes para a compreensão dos elementos significativos dessa formação e o entendimento da forma como as interações sociais acontecem e interferem na construção das identidades sociais. Em decorrência desse processo, a percepção das dúvidas e angústias dessa população juvenil no entendimento da sua própria identidade foram evidenciadas, de modo a concluir que a formação dos grupos e as relações sociais desempenhadas são marcadas por um processo heternormativo e ancoradas no binarismo de gênero. Ao longo do estudo, notou-se as os elementos constituintes das interações sociais e suas respectivas associações com os padrões de gênero consagrados historicamente, bem como a importância da instituição escolar no processo de socialização a na construção das identidades.
Considering identity as a socially built process that can be modified by the context and by one’s social life experiences, this research saught indication about how gender issues are perceived and treated and how they constitute people’s actions and behaviors inside the school, as well as the process of building identities. As the school realizes that modern society loosen social ties, it presents itself as an environment capable of promoting social interaction, even though it is not even to those who attend it. This research aims at analysing a group of adolescents’ comprehension of identity, its constitutional process of their school social interaction on their definition of identity, emphasizing the gender issue. For that, a qualitative approach was used. Data were collected through the participants’ observation and interviews made with students from an educational institution located in a city in the countryside of Sao Paulo, Brazil, throughout one year. As a theoretical support, cultural studies and the queer theory were consulted aiming for the comprehension of both constructional and deconstructional processes of significant aspects of identities formation, so that the movement of the groups of students in the school as well as their own characteristics are also understood. Taking all of this into consideration, it is noticed that the relevant aspects to understand the significant elements of this identity formation and the comprehension of how these social interactions happen, interfere in the social identities’ construction. As a result, the perception of doubts and anguish of this young population – which is intrinsecaly related to their understanding of their own identity – reveals that the schools group formation and the social relationships built are marked by a heteronormative process based on gender binarism. As a result of this process, the perception of the doubts and anxieties of this youth population in the understanding of their own identity was evidenced, in order to conclude that the formation of the groups and the social relations performed are marked by a heternormative process and anchored in the gender binarism. Throughout the study, the constituent elements of social interactions and their respective associations with the historically recognized gender patterns, as well as the importance of the school institution in the process of socialization and in the construction of identities were noted.
Considering identity as a socially built process that can be modified by the context and by one’s social life experiences, this research saught indication about how gender issues are perceived and treated and how they constitute people’s actions and behaviors inside the school, as well as the process of building identities. As the school realizes that modern society loosen social ties, it presents itself as an environment capable of promoting social interaction, even though it is not even to those who attend it. This research aims at analysing a group of adolescents’ comprehension of identity, its constitutional process of their school social interaction on their definition of identity, emphasizing the gender issue. For that, a qualitative approach was used. Data were collected through the participants’ observation and interviews made with students from an educational institution located in a city in the countryside of Sao Paulo, Brazil, throughout one year. As a theoretical support, cultural studies and the queer theory were consulted aiming for the comprehension of both constructional and deconstructional processes of significant aspects of identities formation, so that the movement of the groups of students in the school as well as their own characteristics are also understood. Taking all of this into consideration, it is noticed that the relevant aspects to understand the significant elements of this identity formation and the comprehension of how these social interactions happen, interfere in the social identities’ construction. As a result, the perception of doubts and anguish of this young population – which is intrinsecaly related to their understanding of their own identity – reveals that the schools group formation and the social relationships built are marked by a heteronormative process based on gender binarism. As a result of this process, the perception of the doubts and anxieties of this youth population in the understanding of their own identity was evidenced, in order to conclude that the formation of the groups and the social relations performed are marked by a heternormative process and anchored in the gender binarism. Throughout the study, the constituent elements of social interactions and their respective associations with the historically recognized gender patterns, as well as the importance of the school institution in the process of socialization and in the construction of identities were noted.
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Palavras-chave
Identidade, Gênero, Cotidiano escolar, Identity, Gender, School life