Movimento estudantil em desconstrução: participação política dos estudantes no Colégio Pedro II

Abstract

The Brazilian student movement is a social movement that stands out and stands out in the political scenario of the last decades, with this the narratives about its identification evoke different positions. Among this dispute, I choose the problematization of socially obtained and shared meanings in the enunciations about student political participation in the texts constructed in this research. These texts eliminate the notion of document by Jacques Le Goff and narrative and interview by Leonor Arfuch. This in dialogue with theorizations of the philosopher Jacques Derrida, especially in his propositions about deconstruction, as well as about the iterability and performativity of language. I promote an association of this theoretical basis with a reflection on the construction of collectives proposed by Martín Retamozo, in dialogue with Chantal Mouffe's notions of politics, politics and democracy. Thus, I propose to discuss the enunciations of identifications of student political participation in Colégio Pedro II in this thesis. This is supported by the perspective of Jan Masschelein and Maarten Simons' school and Gert Biesta's education for democracy, in addition to such articulations arising from youth studies that are dedicated to discussing the issues of this categorization in the Brazilian context, such as Juarez Dayrell, Marília Sposito, Miriam Leite, among others. I also highlight, in the mainstay of youth studies, the categorization of performative identification of youth developed by Miriam Leite, articulating Jacques Derrida and Judith Butler, which allowed us to think about the notions of youth in non-essentialist terms, and also to conceive that the texts focused by This research, by referring to student youth and their political participation, can performatively contribute to their realization in the social scenario. To make possible the problematization of this participation, I organized the discussion on the identifications of the student movement in four contexts of iteration – identity essentialism, institution, school education and status quo –, which made it possible to reflect on the valuation enunciated in the statements and silences promoted about this social movement. Based on the problematizations developed, I conclude that the students' political participation promotes an ongoing struggle to hear their voices in the school environment. This struggle has adultcentrism as a narrative of constant confrontation by the student movement between the main counterpoints. Furthermore, in relation to the school institution, the young students expressed the desire for a more democratic and horizontal school, aiming to provide a better living space for the school community and for more meaningful and interesting learning, especially for students.