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dc.contributor.advisorHarris, Mark
dc.contributor.authorWisdahl, Michele
dc.coverage.spatial262en_US
dc.date.accessioned2016-05-25T13:56:36Z
dc.date.available2016-05-25T13:56:36Z
dc.date.issued2016-06-23
dc.identifieruk.bl.ethos.687027
dc.identifier.urihttp://hdl.handle.net/10023/8867
dc.description.abstractThis thesis provides an ethnography of the final year at an emerging middle-class private high school in the Northeast of Brazil. It draws on 15 months of fieldwork, including participant observation in the classroom wherein I followed students whilst they prepared for vestibular (the university entrance exam). Students’ movements through Fortaleza, one of the world’s most unequal cities, produced knowledge about the kind of person that one could and should be in the future. Private schooling appeared to provide a route for students to realise that metaphorical (and perhaps physical) movement. Vestibular served as a sort of rite of passage that could transform (emerging middle-class) youth into (middle-class) adults. Students and teachers characterised vestibular as a luta (fight) that could be won with enough training, flexibility and commitment. Good or high self-esteem was needed to overcome laziness and endure this luta and, thus, teachers and students worked on producing better self-esteem through affective work. Dreams (aspirations for the future) also played a critical role: the school encouraged students to engage in time work, to imagine appropriate future(s) into which students could channel their energies in the present. This version of individual power differed from the political and economic power structures portrayed in the classroom. Students grew indignant as, through curriculum and pedagogy, they came to understand that they were oppressed and that Brazil was underdeveloped and not quite modern. The university entrance exam served as a national meritocratic ritual that portrayed Brazil as becoming modern with governable and governing citizens. Students resisted these assertions and/but their cynicisms belied hope for better imagined futures. Using the classroom as container, this thesis presents a portrait of people and ideas in formation during a post-Lula era.en_US
dc.language.isoenen_US
dc.publisherUniversity of St Andrews
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectBrazilen_US
dc.subjectSelf-esteemen_US
dc.subjectPrivate schoolen_US
dc.subjectAffecten_US
dc.subjectImagined futuresen_US
dc.subjectRite of passageen_US
dc.subjectMiddle classen_US
dc.subject.lccLC52.B7W5
dc.subject.lcshPrivate schools--Brazil--Fortalezaen_US
dc.subject.lcshHigh school seniors--Brazil--Fortalezaen_US
dc.subject.lcshSelf-esteem in adolescence--Brazil--Fortalezaen_US
dc.subject.lcsh
dc.titleSelf-esteem, dreams & indignation : lessons from an emerging middle-class private high school in Northeast Brazilen_US
dc.typeThesisen_US
dc.contributor.sponsorScottish Overseas Research Student Awards Scheme (SORSAS)en_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US


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