Dinâmicas de estigmatização nas relações intergeracionais dos discentes na educação de jovens e adultos (EJA)

Abstract

The present work aimed to analyze the interactions of students from Youth and Adult Education (YAE) in order to understand the role of the generational element in group cohesion processes and in the production of stigmas. Guided by the assumptions of qualitative research, the data collection instruments used were participant observation, questionnaire, and interviews. Taking into account sociological theoretical-conceptual frameworks, we started from the hypothesis that the generational element could have impact on the interaction dynamics between young people and adults in such a way as to establish a hierarchy within the classroom based on age. In terms of results, we found that, in the context of academic life, the generational element is an important marker in the processes of academic training and group cohesion among the students, although this marker was not shown to be a determinant in the production of conflicts between YAE students. The data collected helped in perceiving that the greatest tension existing within the classroom occurs between teacher-student and not between the student-learners based on intergenerationality. In other words, if we consider Elias's postulates, due to functional place; that is, the position of power occupied by teachers and by students in the classroom figuration, the generational element, was mobilized for stigmatization purposes much more by teachers than by students. In order to delve into the above issues, this dissertation was constructed in four sections. The first section discusses the historical constitution of the modality and its idiosyncrasies up to the present day, and the second consists of the presentation of sociological analyses regarding the concepts of stigma, identity, power, and outsider. The third section presents the methodological approach and the data collection instruments used in this study, and also contains the characterization of the field where the research was developed and the teaching and student participants involved in the investigation. The fourth and final section was designed to present and analyze the data collected according to the theoretical framework adopted.