Identidades em ressignificação na Amazônia: reflexões acerca da utilização das Tecnologias de Informação e Comunicação – TIC pelos alunos Ingarikó do Instituto Federal de Roraima/Campus Amajari

Abstract

The identity issues of the Ingarikó indigenous people, residents of the Raposa Serra do Sol Indigenous Land and students of the Agricultural Technical Course of the Federal Institute of Roraima/Campus Amajari, are presented as the theme of this thesis. The main objective is to understand how the identity processes of Ingarikó students are affected by the use of information and communication technology in their informational practices in the educational context. I believe that the use of technology contributes significantly to the teaching and learning process, but it can generate tension between local traditions from the Ingarikó and global traditions. As a consequence, it can change the way the indigenous person makes himself as subject. In order to understand the identity processes of Ingarikó students, it was necessary to rethink the concept of identity, previously considered unquestionable, starting with theoretical contribution from authors such as Bauman (2001, 2005), Castells (1999), Dubar (1997, 2009), Giddens (2002a), Hall (1996, 2003, 2006), among others. Also, we had to insert a possibility of thematic conception that permeates the concepts of identity, indigenous identity and identity processes. In the light of the theoretical assumptions of Cultural Studies, I understand that identities are (re) constructed from the relationship with others. The methodological approach was based on a qualitative perspective in which the corpus of discursive analysis was formed from an exploratory questionnaire, observation, documentary analysis, photographs and semi-structured interviews recorded in audio. To analyze the data, a reflexive dialogue was established between the information obtained and the theoretical assumptions that underpinned this study. The analysis showed that ingarikó students, although they are going through a process of (re) construction of identities, present well-defined reference points – the indigenous identity and the student identity of a technical course.