Cartografias de grupos online: produção de subjetividade em estudantes

Abstract

Subjectivity is produced in the social and institutional environment in an immanent way, through the senses, in the relationship with the world. Therefore, this research aimed to investigate, through the Cartography Method, subjectivity production processes in undergraduate and graduate students at Universidade Federal Rural do Rio de Janeiro (UFRRJ), aged from 18 years. 3 groups were conducted, with 6 meetings each and with an average duration of 90 minutes. Due to the Covid-19 pandemic, the meetings took place online via Google Meet. We asked participants to suggest topics they would like to share and we raffled off at the meetings. We asked them to produce a drawing that expressed how the theme related to their lives. We open a space for listening, welcoming and discussions. This work was organized in the form of scientific articles. The first article narrated the challenges and bets for the construction of this cartography, initially proposed with school adolescents. Due to the need to be held online because of the pandemic, we encountered barriers, such as the difficulty of accessing adolescents to offering groups, the lack of private space, lack of internet and adequate technological devices to participate in the meetings. In the second article, we present how the collective construction of the online setting took place so that groups with university students could take place. We understand that the group space was composed by the meeting via Google Meet, but also by the individual spaces of each participant and everything that was included in it. The lack of a private space was also observed, as well as the difficulties with technological devices and the internet that mediated participation in the meetings. The third article narrated the ways of being a university-students on the on-campus campus. We saw that students made long commutes on the way home-university, lived daily with harassment, violence and abuse in relationships with colleagues and teachers and needed to combine work with studies, contributing to a sick way of living in this context. On the other hand, the university was also narrated as a space that allowed for self-care and social relationships. In the fourth article, we point out the ways of living university life in the remote period, evaluated by the participants as exhaustive and inadequate. We observed that reconciling the demands of the house-home with the demands of the house-university created difficulties in family and social relationships and with university learning. With this study, it was evident that university life extrapolated the experiences in the classroom and that off-campus life directly impacted the teaching-learning modes, modulating life in this context.