| dc.description.abstract | The present research arises from the interest to know about the incidence of socioeducational
projects in the configuration of subjectivities of young people in conditions of
social vulnerabilities. Considering by socio-educational projects, the actions with a public
purpose and with a perspective of human formation, focus to the youths. It is asked, if
socio-educational projects influence the configuration of juvenile subjectivity, understood
as a cultural historical process that interferes at the individual level without eliminating
the structural dimension for the formation of the subject category. Therefor, a qualitative
research of an ethnographic perspective was carried out in the Jardim Gonzaga
neighborhood, located in the peripheral zone of the city of São Carlos - SP- Brazil,
through the conduction of interviews called conversational dynamics with five young
people about their trajectories of participation in socio-educational projects, as well as
the significance and vision of that process today. In addition, a weekly participant
observation was made in a university extension project that takes place in this
neighborhood, for a period of eight months and with specific participation in the following
six months. The conversational dynamics addressed issues of socialization spaces,
experiences, participation trajectories in socio-educational projects, contributions on the
present moment of life and perspectives regarding the future. According to the data
obtained through the conversations with the five young people, it was the spaces of
socialization, the perception of the family, the difficulty of staying in school and the
interest in the proposals brought that led them to participate in social projects, as well as
the lived experiences in the relations with the technicians and the possibility of
expanding their sociability; from where it was observed and concluded that socioeducational
projects have influenced the configuration of individual and social
subjectivity. This was evidenced, at the individual level in the recognition of their abilities,
allowing them to acquire greater security for the confrontation of the tests of life, referred
in the discourse of all, maintaining a differential in each one of them; which shows
products of their experiences. At the social level, the expansion of the “moratoria juvenil”
was evident, allowing experiences of this stage of life. Based on the present study, it can
be concluded that the socio-educational projects aimed at the youth population of the
peripheries do not succeed in promoting transformations of the vulnerability conditions;
however, their contributions are in the mitigation of the impacts of these, mainly at the
individual level. What socio-educational projects provide is the influence on the
processes of subjectivation of young people, which can impact their lives, but not modify
them from the structural point of view. | |
