Juventudes na EJA: encontros e desencontros na trama escolar

Este artigo tem como objetivo analisar os encontros e desencontros dos sujeitos jovens-estudantes da Educação de Jovens e Adultos com a trama escolar. Compreende-se trama escolar como a rede de múltiplos saberes e experiências que se corporificam no entremeio dos fios tecidos no cotidiano escolar. Recorre a fragmentos de uma investigação realizada por meio do método etnográfico, em uma escola pública noturna da região agreste do Estado de Alagoas, por um período de dois anos, tendo como referência a seguinte questão: até que ponto a cultura escolar dialoga com as culturas juvenis no contexto da EJA? Para a coleta de dados fizemos uso de observações participantes e entrevistas etnográficas com um coletivo de jovens. O estudo evidenciou que os jovens-estudantes da EJA, participantes da pesquisa, utilizam tanto táticas que reinventam a cultura escolar e mobilizam as culturas juvenis, fortalecendo o sentimento de pertença ao lugar, como outras que perpetuam o discurso do não-lugar das juventudes [adolescentes] na EJA. Isto sinaliza a inexistência de unidade no que diz respeito aos modos como os jovens se veem nesse espaço. A imersão no cotidiano vivenciado pelos jovens revelou recorrências que insinuam ora aproximações/encontros, ora distanciamentos/desencontros entre os estudantes e a escola.Palavras-chave: Juventudes na EJA; Cotidiano; Culturas juvenis; Cultura escolar.Youths at EJA: encounters and disagreements in the school plotABSTRACTThis article aims to analyze the encounters and disagreements of the young-students of the Youth and Adult Education (EJA) with the school plot. School plot is understood as the network that embodies in the interweaving of the experiences lived in the daily school life. For this, it uses fragments of an investigation carried out using the ethnographic method, in a public night school in the rural region of the State of Alagoas, for a period of two years, taking as reference the following question: to what extent is there a dialogue between the culture of the school and the youth cultures in the context of EJA? For data collection, participant observations and ethnographic interviews were used with a group of young people. The study showed that the Young EJA students, research participants, use both tactics that reinvente school culture and mobilize youth cultures, strengthening the feeling of belonging to the place, as others that perpetuate the discourse of non-place of youth (teenagers) in EJA. This signals the lack of unity with regard to the ways in which young people see themselves in this space. The immersion in the daily life experienced by young people highlited recurrences that suggest at times similarities/encounters, at other times distances/disagreements between students and the school.Keywords: Youths at EJA; Daily routine; Youth cultures; School culture.Juventudes em la EJA: encuentros y desencuentros em la trama escolarRESUMENEste artículo tiene como objetivo analizar los encuentros y desencuentros de los sujetos jóvenes estudiantes de la Educación de Jóvenes y adultos con la trama escolar. Se comprende por trama escolar la red que se corporifica en el entremedio de los entretejidos del cotidiano escolar. Para eso recurre a fragmentos de una investigación realizada a través del método etnográfico en una escuela pública nocturna de la región agreste del Estado de Alagoas, por un período de dos años, teniendo como referencia la siguiente cuestión: ¿hasta qué punto la cultura escolar dialoga con las culturas juveniles en el contexto de la EJA? Para la recolección de datos hicimos uso de observaciones participantes y entrevistas etnográficas con un colectivo de jóvenes. El estudio evidenció que los jóvenes estudiantes de la EJA, participantes de la investigación, utilizan tanto tácticas que reinventan la cultura escolar y movilizan las culturas juveniles, fortaleciendo el sentimiento de pertenencia al lugar, como otras que perpetúan el discurso el no lugar de las juventudes [adolescentes] en la EJA. Esto señala la inexistencia de unidad en cuanto a las maneras como los jóvenes se ven en ese espacio. La inmersión en el cotidiano vivenciado por los jóvenes reveló recurrencia que insinúan ya sea acercamiento/encuentros o alejamientos/desencuentros entre los estudiantes y la escuela. Palabras clave: Juventudes en la EJA; Cotidiano; Culturas juveniles; Cultura escolar.

Provincializing Bollywood

This book situates Bhojpuri cinema within the long history of vernacular media production, which was kick-started by audio cassettes and spurred on further with VCDs and DVDs. The emergence of multiplex-malls and the evacuation of single-screen theatres all over north India, at a time of massive real estate development, particularly in peninsular Indian cities, which required working class migrants’ ‘manual labour’ also prepared the ground for new linguistic consolidations and cultural forms. Investigating the historical, theoretical and empirical bases of Bhojpuri media production, the book tries to make sense of cinema within the ‘comparative media crucible’, in which film history sits alongside floods, droughts, musical traditions, gendered segregation, real estate boom, libidinal youth cultures, urban resettlements and highway modernities. The book grapples with Bhojpuri media from within Hindi film history, from the vantage point of provincial north India, in the light of the socio-technical upheavals of the last three decades. Foregrounding the libidinal energies, language politics and curatorial informalities, the book argues that Bhojpuri cinema could be conceptualized via the logic of overflow. Animated by libidinal affordances which have breached all formal embankments, it thrives on a curious blend of scandalizing and moralizing overtones.

Powerful Entanglements: Interrelationships Between Platform Architectures and Young People’s Performance of Self in Social Media

This chapter explores intertwinements between digital media and communicative and socio-cultural practices as they emerge in relation to contemporary cultures, specifically youth cultures. Social media platforms such as Facebook, Instagram and TikTok are discursive-operative networks within a framework of economic strategies. The chapter’s empirical approach draws on the assumption that young people’s aesthetic practices, transmitted via social media formats, evoke in each instance specific relational modes that preform a space of possible subject positions. The chapter summarises the findings of two selective longitudinal studies examining young people’s practices of self-articulation, consistently interpreted in the context of the specific platform used in each instance. These findings point to the potential of aesthetic-tentative practices as performed by young people to catalyse societal critique.

Music, Language, Aurality: Latin American and Caribbean Resoundings

Recent work in anthropology has attended to the imbrication of music, sound, listening, and language in research on, and from, Latin America and the Caribbean, as part of a broader movement across regions. In this article, we argue that these relations have their own intellectual genealogies in Latin America and the Caribbean, which have often been neglected in studies written about the region. We focus on recent theorization of aurality—the immediate and mediated practices of listening that construct perceptions of nature, bodies, voices, and technologies. We provide an overview of regional discourses on the interrelations of voice, orality, and writing, and then we discuss the aural turn in four areas: race; migration; socialization and youth cultures; and epistemologies of history, memory, and heritage. We put different bodies of discourse into dialogue as a means of charting a path toward decolonial (inter)disciplinary transformations that are built on other histories, vocalities, and modes of knowledge.

Youth Participation in Political Violence

Throughout history, young people have been involved in political violence and war; however, the way this involvement is constructed varies dramatically by culture. In the preindustrial world, youth cultures or subcultures that mark and honor violence held complex relationships to the values of the wider community. In the nineteenth-century hunting-and-gathering communities of the Great Plains of the United States, the values of youth reflected the values held by adults. Elsewhere, such as among the Maasai and Samburu of East Africa, elements of youth cultures sometimes embodied opposition to the adult world. Despite these differences, the experiences of youth usually serve as a passageway to assuming normative adult roles within the existing social order. An important shift took place around the beginning of the twentieth century when, at least in part, war and revolution were carried out not just by young fighters but in the name of youth. The emphasis on youth and its transformative power signaled and legitimized the hope of a new social order. Though these wars often harnessed the revolutionary energy of young fighters, when the revolutionary moment became institutionalized, there was often a disjuncture between the values of youth culture and the emerging post-revolutionary norms. However, youth violence is culturally and socially constructed, “youth” as a social category is temporally limited, so its usefulness as the basis of permanent political power is ephemeral. Thus, youth culture and its attachment to violence always remain politically excluded from the hierarchy of power.

Youth Culture and Indian Boarding Schools

Because of their perceived malleability, young people have been central to efforts by modern settler states to erase and displace Indigenous populations in order to control land and resources. In Canada and the United States between the late nineteenth and mid-twentieth centuries, these efforts (which were always contested) focused largely on Indigenous child removal and assimilatory schooling. Well-known as sites of abuse, hunger, disease, and premature death, state-funded and state-run Indian boarding schools in both countries were also shaped by the development of distinctive peer cultures. This chapter uses secondary literature, archival sources, memoir, and oral history to better understand the lived experience of Indigenous young people at these carceral and genocidal institutions. At Indian boarding schools on both sides of the Canada-U.S. border, Indigenous students used language, labor, performance, mischief, and sport to invest in and support distinctly Indigenous youth cultures characterized by imagination, resistance, solidarity, and critique.

Globalizing the Americas Through Twentieth-Century Youth Organizations

The twentieth century saw an unprecedented rise in youth culture in the Americas through the proliferation of organizations that channeled their energy into politically, culturally, and socially constructive activities. Many political leaders saw such organizations as strategic vehicles for nation-building, and official sponsorship of youth organizations burgeoned alongside the emergence of populist-style politics in the region that spanned the ideological spectrum. The relationship between national political projects and organized youth cultures can be traced in a rough chronological sweep through the region in four sections. These include nationalism and race expressed in cultures of the Boy Scouts and Girl Guides; neocolonial desires behind the pan-American youth exchanges of the Good Neighbor period; the ideological poles of populism in Peronist Argentina and Castro’s Cuba; and contestatory youth cultures in South American dictatorships during the late Cold War period. Over time and across countries, the intended state-sponsored political and social goals of organizing children and youth were often nuanced—if not completely undermined—by young people’s own plans as active members with goals of their own.

Transforming Rebellion into Affirmation

Youth cultures grounded in commercial youth literature became national and international phenomena during the late eighteenth century. For generations, these cultures were at the forefront of efforts to legitimize young people’s emergence as consumers, as readers’ desire for entertainment and representations of youthful independence in their stories compelled producers to mitigate their instructional impulses. Yet as other industries like fashion, television, and music increasingly eschewed obligations to instruct young consumers, youth literature has retained its conservative values. Most of its successful narrative models follow a period of adolescent rebellion with a conclusion that affirms the value of existing institutions, values, and hierarchies. This pattern has caused books and magazines to recede from the vanguard of shaping youth cultures.

Youth and online privacy: a cross-border study in the Basque Country

Purpose This study aims to explore the main concerns and attitudes Basque adolescents have regarding online privacy. It analyzes their motivations for sharing private information and the kind of information they share. Likewise, it examines whether they consider the potential consequences of revealing certain information online and analyzes if there are any differences between the motivations and attitudes of young people from Gipuzkoa and Labourd. Design/methodology/approach For this study, three methods were combined to collect the data in 17 schools in the Basque provinces of Gipuzkoa and Labourd: a survey carried out among 1,133 students, out of which 242 also completed a diary and 482 took part in discussion groups. Findings The data from this research does not fully support the “youth cultures of disclosure” (James, 2009) in the Basque Country; however, some of these practices have been observed. Originality/value Time spent online by adolescents has increased sharply in recent years. This increase has brought with it concerns about youth’s level of awareness regarding online privacy. This is the first cross-border study conducted in the Basque Country addressing this topic (in the Basque Autonomous Community, administratively belonging to Spanish territory, and in the Northern Basque Country, administratively in French territory).