“É o que a gente veio aqui pra fazer”: participação da juventude na política escolar

• Ano de defesa: 2023
• Autor(a) principal: Ribeiro, Zenaide Mariano
• Orientador(a): Leite, Miriam Soares
• Banca de defesa: Le Ravallec, Carmen Teresa Gabriel, Brito, Leandro Teófilo de, Gomes, Lisandra Ogg, Brenner, Ana Karina
• Tipo de documento: Tese
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Juventude; Participação política; Educação escolar; Performatividade; Democracia
• Palavras-chave em Inglês: Youth; Political participation; Schooling; Performativity; Democracy
• Palavras-chave em Espanhol: Juventud; Participación política; Educación escolar; Performatividad
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::SOCIOLOGIA DA EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20642

Despite the often renewed interest of the youth sudies in the political participation of youth, investigations are little dedicated to inaction or momentos of lesser visibility of movements. The present study seeks to reduce this gap by investigating the political participation of young people in Cefet/RJ over ten years, from 2012 to 2021, based on records of meetings of student councils and organizations and interviews with young students and teachers at the institution. To think about youth, we take the notion of performative identification of youth, developed by Miriam Leite in dialogue with Judith Butler's notion of performative gender and the performative iterability of language, as proposed by Jacques Derrida. We think of political participation as a requisite for democracy with Butler, Chantal Mouffe and Jacques Rancière, references that also organize the thoughts about democracy in school education. This work also considers, in dialogue with Martín Retamozo's argument, the students' demand, collectively produced in a movement of identification between them. The treating of the documents that make up the research corpus took place in conjunction with Jacques Le Goff's approach, in which the document carries the projection of an image/meaning, considering the conditions in which it was produced. The interviews were planned and carried out based on Leonor Arfuch's theorization, that is, considering the narrative as an effort to attribute meaning to the enunciations, in a dialogical way; this conception of narrative also guides the work with the documents. Three iteration contexts organized the discussion of the material: enunciations about participating youth, youth political representation and demands of young students. The narratives present in the empirical corpus point to the construction of a variety of demands, constructed in different ways and in articulation between the students themselves or with organizations, internal or external to the student body. The most recurrent demand for education, linked to the strong identification of young people as students, stands out.