MUDANÇAS NA CORPOREIDADE/SUBJETIVIDADE DURANTE A FORMAÇÃO UNIVERSITARIA: ESTUDANTES DE PEDAGOGIA E PSICOLOGIA.

Abstract

This study aimed to understand, interpret and analyze the procedure in the education of corporeity/subjectivity of students of Pedagogy and Psychology at a university in Goiânia, who seek in the higher education learning/knowledge for better insertion in the labor market and better living conditions. The importance of this theme - corporeity/subjectivity - is present nowadays due to the fact that it expresses the human needs, once the social, political and economic interests converge to it. In addition, it builds up a series of practices and discourses. Therefore, some issues were investigated: who these social subjects are - students of Pedagogy and Psychology, which concept or concepts of corporeity would be considered in this study, what corporeity/subjectivity these students have, and the changes that occurred in relation to its corporeity/subjectivity in the period they were at university. This research is quantitative and qualitative in nature, as well as dialectic. It involves the phenomenological approach to interpret the perception of oneself, of the other, the experiences of the corporeity and the dialectical and historical materialism to analyze the educated/professionalized self and their social relations. The research had the participation of 10% of the students from the Pedagogy and Psychology courses (142 students). To do so, it was necessary to know how students started the courses and how their initial formation finished. A questionnaire with 21 questions was used in this research, and also subjective and objective interviews that were taped. The questionnaires and interviews focused on the process experienced by certain and concrete individuals. They encompassed the aspects related to the identification of the subject; territoriality; socioeconomic aspects of the student and his/her family, educational aspects involving the choice of the course, the gender; the formation of professional identity; changes occurred since the university entrance such as logic reasoning; forms of behavior; value of the body; how to dress and, finally, the relationship of these aspects with the formation for the work. The Pedagogy students showed that the course has led them to the development of a more organized thinking and a better understanding of the situations proposed by the teacher. However, the difficult working conditions/survival provides a faster formation, even though changes in the way of being after entry into the university were identified as positive. In the Psychology course, specifically in relation to the development of reasoning, the students surveyed reported that first, there was an expansion of world view, then, the thought became more organized, and thirdly, there was the intellectual development. The Psychology students began to perceive themselves with greater responsibility, greater need to study and also freedom of behavior. Based on the results, there is a conclusion that there were changes in corporeity/subjectivity of the students from Pedagogy and Psychology courses. However, such changes were not enough for the students of both courses to understand the education as a process of formation and socially elaborated learning, which is set to contribute in promoting the human person as a subject of social transformation, who transforms and is transformed. A critical reading of the world such as the political-pedagogic making/action that involves the organization of the working class to intervene in the reinvention of the society is still far from the daily practice of such students.