Histórias de vidas de estudantes pernambucanos sobre as experiências de mobilidade acadêmica internacional, do programa ganhe o mundo (2012-2022), da rede pública de ensino

Abstract

The experience of academic mobility of high school students, the Ganhe o Mundo Program in Pernambuco (2012-2022) is a thesis that presents distinct aspects of other research by ineditism and innovation in its development. The PGM sent eight thousand four hundred ninety-seven students to eleven countries: USA, Canada, New Zealand, Australia, Argentina, Chile, Colombia, Uruguay, Spain, Germany and England. So far, there are gaps about the possible results of this international experience in the life of students. Our concern is not only due to the fact that there are no academic studies that analyze the impact of this program on the lives of students from but it proposes to analyze the establishment process built in the relationship of students in a foreign country with family and school setting. The investigative questioning focuses on the following propositions: to what extent did the exchange experience contribute to the development of students' dispositions and fostered strategies of identity? Do we see, in the exchange experience, evidence of the power relationship between established (residents in the country) and outsiders (PGM students) with implications for the biopsychosocial development of students? The research was structured according to the general objective that consisted in analyzing the establishment process built on the relationship of exchange students in a foreign country with the family and school setting. In order to deepen the study, we delimit the following specific objectives: understand the life trajectory of students before the experience of academic mobility; identify the networks of interdependence established among exchange students and understand the tactics adopted by students to stay in exchange according to the relationship established-outsiders. The theoretical foundation is based on the theoretical assumptions of Norbert Elias and Bernard Lahire, who are distant in historical time, but approach in sociological reflections. As a methodology, we adopted the oral life history that resulted in ten sociological portraits of the students postexchange PGM. To deepen, we use the analysis of networks to map the interdependence between them and other actors involved in their life story. As a result of our research, we identified that the mobility experience promoted by PGM contributed significantly to the lives of students, influencing the various dimensions of their biopsychosocial development, resulting in changes in the way they see, feel and act, before life. The narrative description of the students' trajectories from birth to the current experience, being intercepted by the exchange experience, made it possible to construct their life stories through memories, with the verification of interdependent networks of emotional and social support that minimized the difficulties of the experience and the cultural shock. The tactics adopted by students throughout the exchange experience were the most diverse and demonstrated the capacity that individuals have to overcome and ressignification. The relationship establishedoutsiders, characterized by most intercambists, did not prevent any action of overcoming students in all moments of discomfort caused in the change of life.