RESUMO:A partir da problematização do conceito de socialização política, e tendo em vista as novas posições sociais das crianças como sujeitos de fala e de direitos, o objetivo deste artigo consistiu em discutir a emergência do político nas relações intergeracionais como espaços situados nas disputas geracionais decorrentes do crescente mal-estar contido nas relações de transmissão educacional. Foi proposta a noção de subjetivação pública como aquela que pode dar conta do processo de crescente visibilização das disputas e das demandas geracionais no contexto escolar. No atual cenário brasileiro, esse processo descortina a formação de um campo de antagonismos em torno da educação pública, ao revelar outros pontos de enunciação sobre a experiência escolar e anunciar a politização das relações intergeracionais. Palavras-chave:Crianças. Subjetivação pública. Escola. Politização intergeracional. Public subjectivization or political socialization?articulating the "political" and childhood ABSTRACT:Departing from the problematization of the concept of political socialization, and taking into account children's new social positions as subjects of speech and rights, the aim of this paper was to discuss the emergence of the political in intergenerational relations as situated spaces of intergenerational struggles resulting from the increasing malaise within relations of educational transmission. It was put forward the notion of public subjectivization as the one which can account for the process of growing visibilization of generational disputes and demands in the school context. In the present Brazilian scenario, this process discloses the formation of a field of antagonisms on public education, as it reveals other point of enunciation on school experience and the politicization of intergenerational relations.
Children and youth are typically positioned as passive subjects in learning, and when talking about working class children in particular, the common belief is that attendance at school institutions will translate into social displacement; that is, that children and young people from this economic segment who invest in the study will be able rise economically. It is in this context that recent public policies aimed at maintaining and extending the presence of children and young people in educational institutions can be understood. Some of these policies aim to guarantee access by blacks and the poor to higher education, from which they have been historically excluded. This paper reports on a qualitative study that addresses the motivations that make young people from lower classes feel called to seek participation in higher education, and what are the subjective consequences of this movement. The study focused on 23 university students, beneficiaries of the Quota Law or the University for All Program, from two recognized quality higher education institutions located in Rio de Janeiro. The results demonstrate that the support of family and peers, a passion for studying per se, identification with the university as a life path, and the expectation of upward social mobility were factors that contributed to motivating young people toward higher education. As far as the university is concerned, we found that it delivers contradictory messages to young people from the lower classes. For one, entering an institution historically destined for another social class can make young people feel that they don’t belong there, which promotes uncertainties about the future. Faced with these challenges, poor young people are driven to “bet on themselves” as a way of overcoming the hardships of the present. However, it was also observed that many of these young people want to use their knowledge and university status to bring about changes in reality. It is concluded that the university in the neoliberal context can reinforce a model of individualistic subjectivation, but that, on the other hand, it can also operate to open lines of escape from this model, in instrumentalizing the poor young person for action towards the other.
The present research analyzes the mobilities of young people from the periphery of Rio de Janeiro towards a renowned university situated in a central region of the city. Focusing on a case study with four students, we carried out an in-depth investigation of the dynamics of their professional trajectories. Their personal identifications and values, their future career expectations and the pressures and the demands of attending such a university were investigated. Three focus groups meetings were organized with these students. The results show that the displacement from home to the university, social and racial segregation, and arduous academic demands are factors that pose enormous difficulties to these students and require intense psychological work on their part to persist in their educational investment. Intense conflicts with regards to living up to their ideals characterize an agonistic pathway in their educational endeavor. On the other hand, the prestige of the university, family influence and the belief in upward social mobility were found to support these young people’s decision not to give up. This contradictory dynamic, riddled with uncertainties, mobilizes these young people to find a way to permanently renovate their personal stakes in higher education.
O presente trabalho relata a realização de um estudo exploratório sobre o reconhecimento de emoções em expressões faciais (REEF) em uma amostra de adultos brasileiros. Participaram do estudo 118 estudantes universitários. Foram utilizados dois instrumentos para a avaliação do reconhecimento de emoções: O DANVA2, um instrumento amplamente utilizado na literatura internacional e um segundo instrumento desenvolvido pelos autores (EREEF). Os participantes completaram ainda escalas para avaliação sintomatologia para depressão e de bem-estar subjetivo e qualidade de interação com os pais. Corroborando estudos anteriores, participantes do sexo feminino apresentaram maior capacidade de reconhecimento de emoções em expressões faciais quando comparados a participantes do sexo masculino. Esses dois grupos não diferiram significativamente em nenhuma das outras medidas estudadas. Não foram identificadas correlações significativas entre as medidas de reconhecimento de emoções e as medidas de sintomatologia para depressão e de bem-estar subjetivo e qualidade de interação com os pais.
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