https://repositorio.ufba.br/handle/ri/19967 2026-04-17T21:41:02Z https://repositorio.ufba.br/handle/ri/44389 Decidir permanecer: desenvolvimento e subjetividade Nascimento, Edlene Araújo do Sampaio, Sônia Maria Rocha This dissertation comprises a study with students enrolled in the Integrated Technical Course in Aquaculture at the Federal Institute of Education, Science and Technology of Bahia (IFBA), Valença campus, focusing on the risk of school dropout and the decision to remain in school, considering concrete situations favorable to the interruption of studies experienced during the Covid-19 pandemic. The research is guided by the following central question: how does subjectivity develop in the process of deciding to remain in school? The general objective is to understand how subjectivity develops in the decision-making process to continue studies, remaining in the school environment. The study is grounded in González Rey’s Theory of Subjectivity, adopts Qualitative Epistemology as its epistemological basis, and uses the Constructive-Interpretative Methodology for the development of the empirical investigation. As instruments for information production, conversational dynamics, sentence completion, the writing of an essay, and a sociodemographic questionnaire were used. Ten third-year students over the age of 18 participated in the study; they completed the course in 2023 and were exposed to objective and subjective situations of dropout risk, such as the Covid-19 pandemic, the implementation of remote education, socioeconomic vulnerability, early entry into the labor market, caring for ill family members, difficulties in accessing remote education, learning difficulties, emotional distress, and the return to face-to-face classes in 2022. The thesis defended by this study is that the decision to remain in school, in the face of situations of dropout risk, requires the development of these young people’s subjectivity. The analyses reveal that, in order to understand the risks of dropout, it is necessary to analyze students’ expressions through the subjective meanings linked to the subjective configuration of dropout and the subjective meanings linked to the subjective configuration of permanence, as it is not sufficient to analyze only factors considered objective. In this study, students produced, in 2020 and 2021, many subjective meanings of dropout: psychological suffering, not learning in an adequate way, difficulty in reconciling study and work, difficulty adapting to virtual education, fear of failure, and frustration in the face of difficulties in studying. From 2022 onwards, subjective meanings of permanence were produced: making the family proud through course completion, recognition of the importance of technical education, persistence and confidence, the value of returning to face-to-face classes, course completion and future projects, the dream of a dignified future, and the desire to obtain a federal diploma. The results show that the decision to remain emerges from the development of subjectivity, a non-linear process that involves a dominant subjective configuration of dropout that begins to lose its hegemony in the face of a new configuration that becomes organized and starts to produce new subjective meanings of permanence, which may become dominant. It is concluded that the decision to remain, in contexts of socioeconomic and educational vulnerability, requires the development of subjectivity, from which students emerge as subjects of their experiences, making decisions and producing subjective meanings of effort, resilience, resistance, hope, and life projects, which allows dropout to be understood not as an inevitable destiny, but as a possibility that is tensioned and overcome within singular subjective configurations. Universidade Federal Da Bahia Tese 2026-03-13T00:00:00Z https://repositorio.ufba.br/handle/ri/44386 Quando o poeta diz “lata”: interconexões entre vivências, cultura e afetos na significação e criação de metáforas Silva, Crisleane de Araújo Marsico, Giuseppina Personal and collective culture integrate and promote the development of higher psychological functions, which are associated with the creation of meaning. The understanding and use of metaphorical language require the connection between different cultural and psychological elements, constituting an intimate dialogue between developmental psychology and cultural psychology. The general objective of this thesis was to analyze the processes of literary production and signification, focusing on the relationships between person, culture, and metaphor. For this purpose, this qualitative research was conducted in three stages: 1) literary production and autoethnographic records of the researcher, as a non-professional literature writer; 2) two workshops (8 hours total) with 7 non-professional writers, for the purpose of literary signification and production; 3) individual semi-structured interviews with the 7 participants. The results produced in the three stages were analyzed in light of Semiotically-oriented Cultural Psychology, focusing on: a) the presence of everyday and affective elements in the production of metaphors; b) processes of signification of metaphorical content; c) the theoretical nature of metaphor at the border between literalness and non-literalness. As results, 30 literary texts were written by the researcher and 21 texts by the workshop participants, with 3 texts per participant. The individual interviews addressed events and affects associated with the practice of creative writing throughout each participant's personal history. The creation and signification of metaphorical texts involved aspects of the participants' lived experiences and affects, as well as elements common to collective culture, such as metaphors of butterflies or cocoons. The process of collective meaning creation was monitored in real time during the research and generated a topic of theoretical discussion about collective groupings or nuclei of meaning. The nature of metaphor at the boundary between literalness and non-literalness was theoretically addressed in accordance with the concept of psychological borders. Theoretical aspects that bring literary writing and human development closer, in a bidirectional relationship, were also discussed. Between personal and collective meanings, this work examined aspects of human development and intersubjectivity, in the approximation between culture, affects, and metaphor. Universidade Federal da Bahia Tese 2026-02-25T00:00:00Z https://repositorio.ufba.br/handle/ri/44247 Vivências oníricas de estudantes no primeiro ano de graduação: contribuições da Psicologia Cultural Semiótica Lima, Leonardo Silva Ristum, Marilena The investigation of dreams as phenomena integrated into human life constitutes a relevant theoretical and methodological challenge for Psychology. This study is grounded in Cultural Semiotic Psychology and had as its general objective to explore, theoretically and empirically, the interweaving of dream reports and autobiographical narratives in the study of human experiences. Its specific objectives were: to analyze the oneiric and non- oneiric experiences of the participants (graduates of the Interdisciplinary Bachelor's degree - BI) since they decided to pursue an undergraduate degree in psychology; to analyze the semiotic, affective, and self dynamics in the process of crossing the D-ND (Dream/Non-Dream) border; to analyze the dimensions that constitute the GradPsi-NGradPsi (Psychology Undergraduate/Non-Psychology Undergraduate) border and dreams as transit zones of this border; and to theoretically substantiate the relevance of a semiotic-cultural approach to dreams. To achieve them, qualitative research was conducted based on four instrumental case studies with the aforementioned BI graduates in their first year of Psychology. Data construction combined a socio-demographic questionnaire, narrative interviews, dream diaries, and the dream mapping technique. The results demonstrated that: the academic and personal experiences of the participants significantly echoed in their dream reports; the D-ND border is configured as a permeable zone, whose transit is mediated by the acts of telling and making meaning of dreams; the GradPsi-NGradPsi border is composed of institutional, geographical, symbolic, imaginative, oneiric, and relational dimensions, with dreams being an active path for its crossing; and the adopted approach proved potent for conceiving dreams as semiotic objects integrated into the dream-wakefulness continuum. The study offered theoretical, methodological, and practical contributions, reaffirming the study of dreams as a fundamental path for understanding the processes of meaning construction in human experience. Universidade Federal da Bahia Tese 2026-02-23T00:00:00Z https://repositorio.ufba.br/handle/ri/44121 Por novos tempos para a afiliação estudantil: considerações para a afiliação de estudantes negros a partir de uma escuta amorosa von Beckerath, Yzumi Fukutani Prêsa Sampaio, Sônia Maria Rocha This is an exploratory study with a qualitative approach that aims to examine the role of the university in fostering the affiliation of Black students who are the first in their families to enter higher education, since, precisely because they are first-generation students, they lack familial guidance about the nature of the university and its institutional norms. To this end, Kaufmann’s comprehensive interview methodology was employed. Seven members of the university community were interviewed, the majority of whom were faculty members from different academic units of the Federal University of the Recôncavo of Bahia. The study identified several institutional actions aimed at fostering the affiliation of Black students, including investments in institutional events, delegations, scholarships and financial assistance programs. The findings also revealed the presence of a group of professionals who are highly engaged, attentive, and sensitive to issues related to the quality of education and academic training. Based on these findings—particularly with regard to the classroom as a central space—a theoretical dialogue was established between Alain Coulon’s concept of student affiliation and Viviana Mancovsky’s pedagogy of Los Inicios, culminating in the proposal of the Welcoming and Teaching Period. Universidade Federal da Bahia Tese 2026-01-29T00:00:00Z