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Travessias experienciais e deslocamentos identitários : um estudo sobre as mulheres brasileiras inseridas no ensino superior português
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Resumo(s)
Nas últimas décadas, verificou-se uma mudança significativa nos perfis migratórios de
mulheres brasileiras em Portugal. Muitas delas vêm construindo projetos migratórios
próprios, muito diferentes daqueles desenhados por outras mulheres no passado, assumindo
a autoria da decisão de migrar sozinhas. Esta constatação se revela bastante curiosa e
instigante, sobretudo ao reconhecermos o perfil patriarcal e sexista que ainda demarca os
contextos brasileiro e português. Dessa maneira, motivadas por projetos existenciais
próprios, essas mulheres lideram, atualmente, o maior número de estudantes estrangeiros em
Portugal, permitindo que a comunidade brasileira ocupe o maior número de vagas entre as
diversas universidades espalhadas pelo país. Caracterizadas por diferentes pertencimentos
étnicos, sociais, culturais, essas mulheres vivenciam as dinâmicas migratórias no
deslocamento de país e ingresso nas universidades portuguesas. Simultaneamente, são
confrontadas pelos diferentes sistemas de significações e interpretações que uma realidade
possui. Diante disso, ao desconfiar dos possíveis desafios e desestabilizações que as
descobertas com a experiência migratória e formativa no país e em universidades despertam
nessas estudantes, este estudo buscou conhecer as transformações identitárias que a
formação experiencial da migração provocou nestas mulheres inseridas no ensino superior
português. A formação experiencial é compreendida aqui como um processo contínuo,
inacabado, contextual e dialógico. As perspectivas, referências e histórias de vida dessas
estudantes dialogam com a experiência migratória e com a formação universitária num outro
país, tecendo a sua relação com o mesmo. O caráter biográfico e qualitativo da pesquisa,
bem como a adoção da entrevista com estudantes brasileiras como técnica de recolha de
dados demonstraram que esse processo suscitou deslocamentos nas suas identidades,
provocando não só novas percepções sobre si mesmas, como também da realidade
vivenciada.
During the last decades, the migration profile of Brazilian women in Portugal has changed significantly. Many of them have developed migration projects on their own, differently from those designed by other women in the past. They have taken the responsibility for the decision to migrate on their own. This realisation is very interesting and stimulating, especially when we consider the patriarchal and sexist profile that still characterises the Brazilian and Portuguese context. This way, motivated by their existential projects, these women currently represent the majority of foreign students in Portugal and allow the Brazilian community to fill in most of the vacancies in the different universities in the country. These women with differences ethnic, social and cultural backgrounds, experience the migratory dynamics of moving from one country to another entering Portuguese universities as well. At the same time, they are confronted with the different systems of meaning and interpretation of reality. In this point of view, considering the possible challenges and destabilizations that the discoveries of migration and educational experiences in the country and in the universities awaken in these female students. This study seeks to know the identity changes that the experiential formation of migration has caused in these women in Portuguese higher education. Experiential formation is understood here as a continuous, unfinished, contextual, and dialogical process. The perspectives, references and life stories of these female students are in dialogue with and interweave their relationship to the migration experience and university education in another country. The biographical and qualitative nature of the research, as well as the use of interviews with Brazilians students as a data collection method, have shown that this process has led to shifts in their identities and has generated new perceptions not only about themselves, but also about the reality they experience.
During the last decades, the migration profile of Brazilian women in Portugal has changed significantly. Many of them have developed migration projects on their own, differently from those designed by other women in the past. They have taken the responsibility for the decision to migrate on their own. This realisation is very interesting and stimulating, especially when we consider the patriarchal and sexist profile that still characterises the Brazilian and Portuguese context. This way, motivated by their existential projects, these women currently represent the majority of foreign students in Portugal and allow the Brazilian community to fill in most of the vacancies in the different universities in the country. These women with differences ethnic, social and cultural backgrounds, experience the migratory dynamics of moving from one country to another entering Portuguese universities as well. At the same time, they are confronted with the different systems of meaning and interpretation of reality. In this point of view, considering the possible challenges and destabilizations that the discoveries of migration and educational experiences in the country and in the universities awaken in these female students. This study seeks to know the identity changes that the experiential formation of migration has caused in these women in Portuguese higher education. Experiential formation is understood here as a continuous, unfinished, contextual, and dialogical process. The perspectives, references and life stories of these female students are in dialogue with and interweave their relationship to the migration experience and university education in another country. The biographical and qualitative nature of the research, as well as the use of interviews with Brazilians students as a data collection method, have shown that this process has led to shifts in their identities and has generated new perceptions not only about themselves, but also about the reality they experience.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em Organização e Gestão da Educação e da Formação), 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Imigração Mulheres Formação experiencial Identidades Ensino superior português Brasil Dissertações de mestrado - 2022