STUDIES ON THE CONSTRUCTION PROCESSES OF YOUNG WOMEN AS UNIVERSITY STUDENTS IN DAILY GEOGRAPHICAL MOBILITY: CONTRIBUTIONS OF BIOGRAPHICAL RESEARCH INTERVIEWS

Abstract

This article presents some results from a doctoral research in education conducted from 2018 to 2023, which analyzed the processes of young women becoming university students in daily geographical mobility in the Pedagogy course. To this end, it articulates the principles of Youth Sociology, considering youth as a socio-historical category, with the assumptions of biographical research in education, which understands the biographical as a constitutive dimension of individuation and learning, based on the relationships woven with educational institutions. Thus, the article focuses on the narratives of three young women in daily geographical mobility for study (i.e., moving from one city to another). The participants were in their eighth semester of Pedagogy, and each interview took place separately, with two sessions per student, totaling six interviews. The article highlights the significant experiences of the young women in their narratives, also referred to by Fritz Schütze (2010) as frequent markers. Among the findings, it was evident that transportation conditions, vulnerability at bus stops, especially at night, as well as travel time, were seen as challenges to be overcome, considering the personal investment in continuing their studies. Being a university student in daily geographical mobility involves a set of similar challenges, representing a constructive experiential movement, marked by intellectual and subjective learnings that influence how each young woman experiences her youth and her education.