2020-01-212022-04-262022-04-262019-12-18MARTINS, N. C. “Nem lá, nem cá”: experiências migratórias na juventude e os desafios do retorno. 2019. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2019.http://repositorio.ufcat.edu.br/tede/handle/tede/10311This dissertation aimed to analyze the migratory experience and the challenges of returning to Brazilian society and the school system as well of three Brazilian migrants who lived in Northern Ireland and the United Kingdom. Participants are returnees who experienced international migration during their youth then returned to Brazil from 2012 to 2015, supported by the Non-Governmental Organization (NGO) Projeto Resgate Brasil and its partners. The analysis used as reference the concepts of youth, experience and third culture, and it is anchored in: Benjamin (1993), Larossa (2000), Bondìa (2002), Sayad (2000), Dayrel (2003), Augusto (2005), Laraia (2006), Melucci (2007), Valente (2008), Siqueira (2009), Achotegui (2009), Fazito (2010), Alves (2013), Brandes (2014), Pollock, Reken e Pollock (2017). The methodology was based on a qualitative approach, based on initial consultation on documents from the NGO Projeto Resgate Brasil and its partners, in order to identify the research subjects and the programs offered to them; semi-structured interviews, performed by video call and audio recorded; and content analysis. For this we use as reference Bardin (1977), Lüdke e André (1986), Goldenberg (1997), Duarte (2004) and Franco (2008). Based on the interviews and theoretical support, the research concludes that for these young people, the return was complex and more difficult than emigration, however, this experience was fundamental for the construction of the identity of these subjects. Faced with the difficulties of return, they resorted to adaptation strategies and used as a tool aspect of the third culture, especially overcoming the crisis of belonging and living between cultures. In the return to the school context, which is a return within the return process, they faced an environment of reconfiguration of being, belonging and realization of life projects, although they show that educational institutions were unaware of their migratory history. and the potential of these experiences. Finally, although they are adapted, they signal the possibility (or desire) of re-emigration.application/pdfAcesso AbertoMigração de retornoJuventudeExperiênciaTerceira culturaProjeto Resgate BrasilReturn migrationYouthExperienceThird cultureProject Rescue BrazilCIENCIAS HUMANAS::EDUCACAODissertação