Escola, família e comunidade: o lugar da (re)afirmação identitária da juventude do campo

Abstract

This Doctoral Thesis aims to demonstrate the relationship between motivations for social mobility and the identity of rural youth in the cities of Inhambupe and Cachoeira, between 2011-2019. The problem that motivated this Thesis, and that we seek to understand and explain, is in the research question: Is the (re) affirmation of the identity of rural youth what motivates them to stay in rural areas? In this sense, the general objective of this study was to demonstrate whether there are relations between motivations for social mobility and the identity of rural youth in the cities of Inhambupe and Cachoeira, in the aforementioned period. The achievement of this objective is divided into four other specific objectives: a) systematize the multiple contexts of identity construction; b) to characterize the youth of the countryside and describe their practices; c) evaluate Alternation Pedagogy as meaningful contextualized teaching; and d) analyze the representations of rural youth. The research was guided by the hypothesis that the absence of (re)affirmation of the identity of the youth of the countryside impacts their social mobility; that is, the decision between staying or leaving the countryside. The complementary hypothesis was that, by not reinforcing the feelings of belonging, recognition and diacritical signs of these young people, they will detach themselves from their roots due to the fragmentation of identity, regardless of the valuation of autonomy imposed on these young people. The methodological choice was reflected in the multiple case study, examined in data of a mixed nature - qualitative and quantitative, privileging the boundaries by literature review, documentary analysis, direct and participant observations, interviews, structured and semi-structured questionnaires. We sought, throughout the chapters, not to dissociate theory from practice (the empirical dimension of the Thesis) because we believe that both complement and strengthen each other in the face of analysis. We conclude that the identity of the individuals investigated in this study, rural youth, cannot be (re) affirmed if it is disconnected from any of the elements belonging to the school-family-community triad, which would result in the fragmentation of perception with regard to this individual's link to their locus of insertion. From this study it was possible to affirm the interference between identity and social mobility by understanding the processes of construction, affirmation, reaffirmation and strengthening of the identity of rural youth; recognition of the dynamics of affirmation and reaffirmation of identity; and the importance of the interference of collective subjects in the face of this process, such as family, school and community, which connects the focus of the research to support the implementation of educational public policies with greater potential for effectiveness due to the identity link to the target audience.