Ser aluna/o... (des)construindo identidades e diferenças

Abstract

The object of this current study was to problematize the discourses posed on what it is to be a student, showing its historical character and thus something that is always under construction. To do so, I used the Cultural Studies perspective and Michel Foucault’s contributions as a theoretical-methodological reference, as well as authors who use these perspectives such as Alfredo Veiga-Neto, Jorge Larrosa, Stuart Hall, Tomaz Tadeu da Silva, among others. The research was done in a state-run school in the city of Ubá, state of Minas Gerais. I observed Phase I and Phase II classes, discussion groups with some students from each class, held conversations with teachers and analyzed school and state documents. I tried to problematize the development of identities and differences in the school context by realizing that these do not have a transcendental and absolute meaning, but rather they are invented, displaced and produced by the practices of signification along the historical process. The discourses found in the school develop ways of being and behaving which often end up creating true regimes. How do students develop from these discourses? How does the development of these students relate to the discussions on identities and differences? From these questions, I carried out this study by realizing that the development of students occurs in a singularization and multiple-form perspective.