Mobilidade e identidade: trajetórias e experiências de moçambicanos na Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB)
Carregando...
Data
2021-06
Autores
Orientador
Mazzarino, Jane Márcia
Banca
Brandt, Grazielle Betina
Monteiro, Artemisa Odila Candé
Barden, Júlia Elisabete
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB) tem como objetivo formar pessoas para contribuir com os países membros da Comunidade dos Países de Língua Portuguesa (CPLP), especialmente das nações africanas. Os cursos são ministrados conforme as áreas de interesse mútuo do Brasil e dos demais países da CPLP. Além disso, a possibilidade de mobilidade estudantil tem atraído estudantes de diferentes países da África ao Brasil, dentre eles, os moçambicanos. Por isso, o objetivo geral desta tese é investigar interferências identitárias e processos de (re)construção a partir da experiência de mobilidade vivida por estudantes moçambicanos da UNILAB. Como objetivos específicos, definimos os seguintes: a) contextualizar historicamente a criação da UNILAB e os Programas de Colaboração técnica entre os Países Africanos de Língua Oficial Portuguesa (PALOP); b) mapear as trajetórias dos estudantes, considerando aspectos e dimensões da identidade que têm interferências decorrentes de sua mobilidade estudantil, levando-se em conta três tempos: antes de sair do país; na condição de estudantes da UNILAB, e ao finalizar os cursos; c) identificar e analisar as dificuldades e motivações dos estudantes moçambicanos da UNILAB na sociedade local, considerando aspectos e dimensões identitárias, bem como as estratégias que constroem para seu enfrentamento; e d) verificar como a identidade pessoal intercambia com o interesse de vínculo coletivo. A pesquisa realizada foi descritiva, focada na pesquisa bibliográfica, documental e de campo, que foi baseada em entrevistas e questionários. Ao final, evidenciou-se que os elementos mais dinamizados no processo de mobilidade estudantil referem-se a aspectos da identidade africana e nacional, sexual e de gênero, além da social. Também foi possível perceber que a principal dificuldade foi a discriminação (xenofobia, racismo e hiperssexualização). Quanto às motivações, 74% dos entrevistados demonstraram ter um ideal não apenas individual, mas especialmente coletivo (familiar e/ou institucional) que os levou a participar da mobilidade estudantil. Os entrevistados se apresentam como cidadãos de fronteira, que já não serão como os que não saíram, mas também não serão do país para o qual migraram. Eles são, ainda, imigrantes transnacionais que se integraram ao Brasil, sem perder o vínculo com seu país de origem. Além disso, identificou-se que a mobilidade estudantil é dinamizadora de recursividades na abordagem das capacitações: do Estado para a pessoa, da pessoa para o Estado e das pessoas entre si. Assim, a temática da mobilidade contemporânea apresenta uma complexidade e heterogeneidade que induzem a consequências sociais que afetam tanto o migrante, que tem suas relações, modo de vida e identidade modificados nesse percurso, quanto os locais de origem e de destino. Isso porque os entrevistados pretendem com essa mobilidade contribuir para o desenvolvimento de Moçambique, por meio da educação recebida, a qual tem potencial para a remoção de diversas privações de liberdade encontradas no país.
The University of International Integration of Afro-Brazilian Lusophony (UNILAB) aims to train people to contribute to the member countries of the Community of Portuguese Language Countries (CPLP), especially African nations. The courses are taught according to areas of mutual interest in Brazil and other CPLP countries. In addition, the possibility of student mobility has attracted students from different countries in Africa to Brazil, among them Mozambicans. Therefore, the general objective of this thesis is to investigate identity interferences and (re)construction processes based on the mobility experience lived by Mozambican students at UNILAB. As specific objectives, we defined the following: a) to historically contextualize the creation of UNILAB and the Technical Collaboration Programs between African Countries of Portuguese Official Language (PALOP); b) to map the trajectories of students, considering aspects and dimensions of identity that have interference resulting from their student mobility, taking into account three times: before leaving the country; as UNILAB students, and at the end of the courses; c) identify and analyze the difficulties and motivations of Mozambican students at UNILAB in the local society, considering identity aspects and dimensions, as well as the strategies they build to face them; and d) verifying how personal identity interchanges with the interest of a collective bond. The research carried out was descriptive, focused on bibliographical, documental and field research, which was based on interviews and a questionnaire. In the end, it was evidenced that the most dynamic elements in the student mobility process refer to aspects of African and national identity, sexual and gender, in addition to social. It was also possible to see that the main difficulty was discrimination (xenophobia, racism and hypersexualization). As for the motivations, 74% of respondents demonstrated that they had an ideal not only individual, but especially collective (family and/or institutional) that led them to participate in student mobility. Respondents present themselves as border citizens, who will no longer be like those who have not left, but will not be from the country to which they migrated either. They are also transnational immigrants who have integrated into Brazil, without losing the link with their country of origin. In addition, it was identified that student mobility is a dynamizer of recursiveness in the approach to training: from the State to the person, from the person to the State and from people to each other. Thus, the theme of contemporary mobility presents a complexity and heterogeneity that lead to social consequences that affect both the migrant, who has their relationships, way of life and identity changed along the way, as well as the places of origin and destination. This is because the interviewees intend, with this mobility, to contribute to the development of Mozambique, through the education received, which has the potential to remove various deprivations of freedom found in the country.
The University of International Integration of Afro-Brazilian Lusophony (UNILAB) aims to train people to contribute to the member countries of the Community of Portuguese Language Countries (CPLP), especially African nations. The courses are taught according to areas of mutual interest in Brazil and other CPLP countries. In addition, the possibility of student mobility has attracted students from different countries in Africa to Brazil, among them Mozambicans. Therefore, the general objective of this thesis is to investigate identity interferences and (re)construction processes based on the mobility experience lived by Mozambican students at UNILAB. As specific objectives, we defined the following: a) to historically contextualize the creation of UNILAB and the Technical Collaboration Programs between African Countries of Portuguese Official Language (PALOP); b) to map the trajectories of students, considering aspects and dimensions of identity that have interference resulting from their student mobility, taking into account three times: before leaving the country; as UNILAB students, and at the end of the courses; c) identify and analyze the difficulties and motivations of Mozambican students at UNILAB in the local society, considering identity aspects and dimensions, as well as the strategies they build to face them; and d) verifying how personal identity interchanges with the interest of a collective bond. The research carried out was descriptive, focused on bibliographical, documental and field research, which was based on interviews and a questionnaire. In the end, it was evidenced that the most dynamic elements in the student mobility process refer to aspects of African and national identity, sexual and gender, in addition to social. It was also possible to see that the main difficulty was discrimination (xenophobia, racism and hypersexualization). As for the motivations, 74% of respondents demonstrated that they had an ideal not only individual, but especially collective (family and/or institutional) that led them to participate in student mobility. Respondents present themselves as border citizens, who will no longer be like those who have not left, but will not be from the country to which they migrated either. They are also transnational immigrants who have integrated into Brazil, without losing the link with their country of origin. In addition, it was identified that student mobility is a dynamizer of recursiveness in the approach to training: from the State to the person, from the person to the State and from people to each other. Thus, the theme of contemporary mobility presents a complexity and heterogeneity that lead to social consequences that affect both the migrant, who has their relationships, way of life and identity changed along the way, as well as the places of origin and destination. This is because the interviewees intend, with this mobility, to contribute to the development of Mozambique, through the education received, which has the potential to remove various deprivations of freedom found in the country.
Descrição
Palavras-chave
Mobilidade; Identidade; Educação; Transnacionalismo; Discriminação; Mobility; Identity; Education; Transnationalism; Discrimination
Citação
LAVOR, Anna Ariane Araújo De. Mobilidade e identidade: trajetórias e experiências de moçambicanos na Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). 2021. Tese (Doutorado) – Curso de Ambiente e Desenvolvimento, Universidade do Vale do Taquari - Univates, Lajeado, 30 ago. 2021. Disponível em: http://hdl.handle.net/10737/3270.