5 X coletivos universitários: juntos não estamos sós

Abstract

This dissertation starts from reading, writing and experiences of a young adventurer in relation to the presence and performance of University Collectives, admitting them as recent and little explored phenomena in the field of research in education, in which I start from the following question: What understandings about the Are University Collectives structured in and through the narratives of their youth? To carry out a master's research. It is from this question that the objective of understanding university collectives from the perspective of their youth is imposed. Thus, outlined, the research is aligned with a set of efforts connected by the search for elements to understand contemporary phenomena, allowing me to say that it competes for the History of the Present Time. Its theoretical substratum groups sociological studies on postmodernity (temporal scenario), on youths and, in a way, still embarks on reflections on the University, which explains the dialogue with authors such as Luiz A. Groppo (2000 and 2017), Michel Maffesoli (2003; 2005; 2010a; 2010b; 2011 and 2018), Juarez Dayrell (2003), Alain Touraine (1994 and 2009), Anthony Giddens (1991), and Marialice Foracchi (2018). Therefore, these choices bundle the bases for a careful methodological course of subjectivity, language and everyday life that finds concreteness in qualitative field research. The narratives (produced from focus groups with young members of five university collectives, one from each region of the country: a) the LGBTQ+ UFJF-GV Collective of a University in the Southeast, b) the All Putax Collective of a University in the Midwest; c) the Lourenciano Agroecological Collective of a University in the South, d) the Quilombola Student Collective of a University in the North; e) the Coletivo Negro Mocambo of the Northeastern University, make it possible to compose a dense and rich corpus. The results show the fluidity and hierarchy transition of these movements, but they advance in the sense of thinking of youth as levers for the potentialization of another University, subjects and society, since they do not disregard the gains of experience, including in the sense of developing valuable skills. to the adult, post-university world. What I hope is to contribute to the debate on University Collectives and postmodern youth.