A construção da identidade de estudantes no contexto da diversidade: um estudo sobre as relações de poder estabelecidos-outsiders na universidade pública

Abstract

Given the context of diversity that constitutes our society and, consequently, the university, power relations are still present, since there are different possibilities in access to services compared to some groups (gender, color / race and sexual diversity, for example) and historical disadvantages of these populations. In this sense, this study had as main objective to understand how to (re)construct the identity of students in the context of diversity, inserted in power relations established-outsiders in the public university. The methodology used consisted of qualitative research and the field research had 22 participants, specifically in relation to issues of gender, sexual diversity and color / race, with 15 interviews and two focus groups. For the analysis of the qualitative data of the interviews carried out, as well as for the analysis of the focus groups, the thematic type Content Analysis technique was used, with the aid of the Nvivo software. The identity (re)construction of students inserted in the context of diversity at the public university was understood through the articulation between three processes: social / acts of attribution (stigmatization), subjective (belonging) and in a specific context (university). From the understanding of the triad stigmatization-belonging-university, it was identified that the combination of these three categories produces a succession of identity constructions with specific, although modifiable, aspects. In this sense, five identity constructions were identified: Mimetic Identity; Combat and Empowerment Identity; Ambivalent Identity; Introjet Threatened Identity; Exhaustion / continuity identity (Gabrielle Andersen). It is considered that this research contributed to the reflection and understanding about the knowledge about the identity construction of students inserted in the context of diversity and to a greater understanding of the role of the university for those and those considered outsiders, as well as brought elements that provided thinking and present practical implications for research, opening perspectives for new and more in-depth studies in the area.