Banca de DEFESA: KARLA KELY DA SILVA CABRAL

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : KARLA KELY DA SILVA CABRAL
DATE: 29/09/2022
TIME: 14:00
LOCAL: Remoto/Videoconferência
TITLE:

YOUTH, EDUCATION AND RACISM: a study of Social Representations in Educational Environments and Life Projects for High School Students.

KEY WORDS:

youth; social representations; full time high school; life project; racism.

PAGES: 244
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

This study has aimed to understand social representations of schooling and its relationships with the life projects of full-time state high school students in Pernambuco, Brazil. The theoretical and methodological approach of the study was the Theory of Social Representations by Serge Moscovici, with the Structural approach by Jean-Claude Abric. The study was performed in two schools in Recife, Pernambuco, with students between 14 and 19 years of age. The study was qualitative and multi-methodological, characterized by three procedures in the collection and analysis of data. In the first stage, 145 students filled in a socio-demographic form and a free word-association test in the online format. For analyzing, RTemis makes multiple correspondences, with IRAMTEQ for the prototypical study. In the second stage, 13 students participated in a semi-structured online interview and the results were put under the lens of Bardin’s (2009) analysis of content. At the third stage, a scale of life objectives was applied to correlate the answers to phases of the study. The results show that full time high school study made a superficial contribution for students’ life project construction; school education collaborates by way of constructed social relationships. The content amplifies the realization of their plans, although they recognize the fragilities of public schools. A distinction between public and private schools was highlighted and students pinned a contrast to an axis of inferiority versus superiority contrast. Public schools pointed out as leading references were valued as a strategy to compensate. The elements of the central nucleus show a shared sentiment for educational differences due to social belonging and race. Situations of racism and/or other types of violence were created by fellow students and by some teachers too. The students display caution in their life project planning, ‘walking in hope’, in relation to the field of possibilities and where they are positioned historically and culturally.

BANKING MEMBERS:
Interna - 063.257.364-35 - EDCLECIA REINO CARNEIRO DE MORAIS - UFPE
Presidente - 3205409 - FATIMA M LEITE CRUZ
Interna - 1306549 - ISABELA AMBLARD
Externo à Instituição - LASSANA DANFA - CUMN
Externo ao Programa - 2133751 - RAMON DE OLIVEIRA