https://repositorio.ufba.br/handle/ri/19965 Fri, 17 Apr 2026 00:06:07 GMT 2026-04-17T00:06:07Z 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 Fri, 13 Mar 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44389 2026-03-13T00:00:00Z https://repositorio.ufba.br/handle/ri/44388 Quem eu sou? Identidade em contextos de língua não-nativa Carolina, Karen Valsiner, Jaan This study investigated how individuals residing in non-native language contexts negotiate their identity, understood here as a semiotic effect of narrative processes aimed at organizing world experiences and achieving recognizability within a shared symbolic field. Grounded in semiotic-cultural psychology, this study analyzes the trajectories of four participants undergoing migratory processes who utilize a non-native language in their daily lives. This is a qualitative study based on a microgenetic analysis of narratives produced during individual comprehensive interviews. The results demonstrate that the migratory experience implies a reorganization of the conditions under which identity is constituted, shaping what is termed a process of proculturation. It was observed that the perceived symbolic insufficiency of the non-native language to express affective nuances generates tensions that reinforce identification with the native language and cultural context of origin, particularly with "being Brazilian." In this sense, the valorization of Brazilianness occurs in a situated manner, functioning as a strategy for the continuity of the self within the migratory context, while not necessarily maintaining the same function in the original context, thereby reinforcing the relational and dynamic nature of identity. Universidade Federal da Bahia Dissertação Mon, 09 Mar 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44388 2026-03-09T00:00:00Z https://repositorio.ufba.br/handle/ri/44387 Em uma galáxia nem tão distante: a relação entre os interesses profissionais e a personalidade em nerds e geeks Reis, Andreza Nathielly Batista Barros, Leonardo de Oliveira Although a wide range of studies encompass professional interests and their relationship to personality, little has been done on more specific subcultures and their influence on career guidance. For this reason, the present research sought to study the professional interests and personality of Brazilian nerds and geeks, based on Holland's typology and the Big Five. To this end, the present work was divided into three studies. The first study consisted of a scoping review, which investigated what career guidance has studied about the nerd/geek group. Searches were conducted in national and international databases in 2024. Articles from the 2000s to the date of the search, in English or Portuguese, and addressing some aspect of the career of the nerd/geek group were included. 14 articles were eligible, which indicated that research conducted with this audience focuses on STEM (Science, Technology, Engineering and Maths) careers, stereotypes, and sexism. Benefits were found in being a nerd/geek and pursuing STEM careers, as well as career difficulties for this group. The second study focused on adapting the Nerdy Personality Attributes Scale. Initially, the scale was translated by two independent translators, and the synthesis of the translations was done by the study's authors. A pilot study was then conducted with nine self-declared nerds/geeks, who evaluated the semantic comprehension, response system, and instructions of the scale. Items identified as redundant were reformulated. After the pilot study, the Escala de Atributos da Personalidade Nerd (EAPN), the Dark Triad Dirty Dozen, and a sociodemographic questionnaire were used in an online survey answered by 889 self-declared nerds/geeks, with an average age of 24.89 years, the majority being white (61.3%) and male (58%). The data were subjected to exploratory factor analysis, Pearson correlation, and a t-test. Based on these analyses, it was possible to verify the factorization of the scale into two factors. Furthermore, the EAPN was correlated with self-reported nerdiness and psychopathy. Analysis of mean differences pointed to the need for further studies with the gamer subgroup. Finally, the third study sought to understand the relationship between professional interests, personality, and being a member of nerd/geek culture. The instruments used were the EAPN, the 18-REST-2, and Reduced Markers for Personality Assessment, and the sample was the same as in the second study. Pearson's correlation, MANOVA, t-test, and chi-square tests were performed. The predominant interests of the group were found to be investigative, social, and conventional types. The predominant personality traits were agreeableness, conscientiousness, and openness. Significant and positive correlations were found between nerdiness, the investigative type, conventional type, extroversion, and neuroticism. The findings also indicate significant negative correlations between nerdiness, entrepreneurial type, social skills, agreeableness, and career satisfaction. Mean differences were found based on gender, and women and non-binary individuals reported a higher perception of prejudice within this group. Universidade Federal da Bahia Dissertação Tue, 24 Feb 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44387 2026-02-24T00:00:00Z 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 Wed, 25 Feb 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44386 2026-02-25T00:00:00Z