Aprendizagens biográficas de jovens atuantes em movimentos culturais: encontros e desencontros identitários na experiência de si

Abstract

This study is based on the studies of youth as a socio-historical category and youth as plural. It started from the assumption that the learning of individuals is the result of different experiences in their life trajectory and that the formative paths for the construction of the self go beyond formal education, as they refer to social and subjective contexts, particular to each individual. as a sociocultural subject. The research aimed to investigate the possible relationships between the multiple experiences of young people participating in cultural movements in Maceió, Alagoas, and their biographical learning, based on their identity constructions. The research participants are young people from two cultural movements: a young man and a young woman from the hip hop movement; and two young women from the Afro-Alagoan Movement. The production of data is methodologically based on autobiographical narrative interviews and, in a complementary way, on transcreation, inspired by the oral history of life. The analyzes are based on the approach of biographical research in education and (auto)biographical research. Some concepts were discussed such as: social movements – their unfolding in cultural movements; habitus and hybrid dispositions of habitus; action schemes; experience; identities; the relationship between the plural and the individual; biographical learning and selfknowledge. The interpretative analysis of the interviews sought to understand the singularsocial aspect of each narrative and the identity encounters and disagreements with different social fields, in the constitution of a knowledge of the self that is consolidated by the articulation of biographical learning important for its formation and for its perspectives. as for the future. Aspects related to affective character and artistic practices were analyzed; to the territories; the networks of participation between the different groups; political participation; to gender issues; the relationships between family and individualization; and between the multiple constitutions of the “I”, interpreting the discontinuities and changes of direction in their life trajectories and the impact of these experiences on the identity constructions that contribute to their formation. As a result of the research, it was identified that in the process of building knowledge about themselves, there are, allied to traditional social fields - such as the family and the school - the experiences in cultural movements that participate in their formation. Allied to this, the encounters and disagreements of their experiences in relation to the family, to formal education, to political action, to “being peripheral”, to “being a woman”, to “being black”; and a “multiplicity of the self”, dialogue with the “hybrid dispositions of habitus”, collaborating for the construction of the biographical learning of the individuals involved in this study. In this sense, the narrative reflexive process, as a formative dimension of the self-experience, contributes to self-knowledge, consolidating significant biographical learning for the subjects who narrate themselves.