Dos rios à Universidade: Trajetórias de estudantes ribeirinhos nos cursos de Ciências Agrárias

Abstract

The rich diversity of Brazilian rural areas is undeniable. When we are faced with the Amazonian context and its various particularities, as psychology professionals, we observe the emerging need to understand, through the critical approaches of psychological science, how the identity of the Amazon riverine is crossed by its context, especially with a focus on the processes educational. In addition, we understand that education in its historical context sometimes served hegemonic interests that subjugated the knowledge of traditional communities and rural contexts in general. Therefore, we chose, through Ciampa's Identity theory, under the identitymetamorphosis-emancipation syntagma, how the riverine student of Agrarian Sciences is marked by this identity construction since he lives a role in the rural environment that, despite being complementary, is antagonistic. Therefore, in order to learn about this phenomenon, we elaborated as a general objective: to analyze the experiences and meanings of the school trajectory of riverside students related to entering and remaining in the Agricultural Sciences courses at the Federal University of Amazonas. And as specific objectives, we identified: to characterize the riverside student of the Agricultural Sciences courses at the Federal University of Amazonas elected for the research; to investigate the experiences and meanings in the school trajectory prior to entering the University and their relationship with the processes that constitute the identity of riverside students; and to understand how academic life in Agricultural Sciences and UFAM interferes in the identity constitution processes of these students. We define this research methodologically as qualitative and exploratory, in the form of a case study. We used the PROCAD questionnaire available online as a data collection instrument, however, no participant was found who fit the criteria established within the project database. Therefore, we arried out dissemination through social media, in which we obtained, after expanding the research criteria for students from the interior of Amazonas, a participant. We applied the printed questionnaire to capture the participant's general data and later applied the life history technique. We systematically analyzed, through Bardin's content analysis, the data brought by the participant, after transcription of the interview carried out in full. We divided the case study according to the remarkable periods brought in the participant's trajectory. We applied the printed questionnaire to capture the participant's general data and later applied the life history technique. We systematically analyzed, through Bardin's content analysis, the data brought by the participant, after transcription of the interview carried out in full. We divided the case study according to the remarkable periods brought in the participant's trajectory. We added titles covering the main characteristics of each period of the participant's life and dialoguing with the theory of Identity proposed by Ciampa. They are: (a) From childhood to becoming: the identity placed and replaced in the family origin; (b) adolescence: The articulation between difference and equality in the struggle for recognition; (c) Higher education as a possibility of sameness in search of self-determination; (d) Admission to the Agronomy course: The character towards sameness; and (e) the experience in the agronomy course: the strengthening of identity through values beyond educational ones. In addition to the research chapter, two chapters were carried out: a theoretical essay with the contribution that was used in the research and a brief bibliographic mapping about studies that relate to Psychology, Education and Agrarian Sciences.Finally, we consider the relevance of Ciampa's studies and its theoretical developments to capture the meanings that such unique subjects attribute to their experience, as well as their strengthening processes. We emphasize the need for studies that learn about themes that dialogue with the Amazonian experience.