Drawing upon the work of McAdams (1988) and Breakwell (1986) on identity, gay identity can be conceptualised as a personal narrative that individuals construct in an attempt to impart meaning, coherence and purpose to the experiences they have had in relation to their same-sex sexual preference, and to boost their self-esteem and sense of personal continuity by forging connections between these experiences and imposing causality on them. With the aim of accessing the gay identity narratives of a sample of gay men, a structured multiple-choice-type questionnaire which examined experiences relating to the formation of a gay identity was distributed to 204 self-defined gay men in Greater London. The 146 completed questionnaires that were returned were first subjected to frequency analysis. One of the main findings to emerge was that respondents reported having constructed their gay identity formation narratives against a background of internalised negative societal ideas about homosexuals and homosexuality, which rendered problematic the admission of a gay identity to their overarching identity and the attribution of a positive evaluation to this gay identity. Data were also subjected to multiple regression analysis, the major outcome of which was that contact with the gay subculture appeared to have facilitated the development of a gay identity that individuals could regard as personally advantageous by challenging the negative images of homosexuals and homosexualityaccess to a subcultural narrative in which the development of a gay identity is construed as a worthwhile task. Respondents' accounts of their gay identity formation experiences were generally interpreted on two levels, i. e., as reflecting the actualities of the events they described and, importing concepts from work on autobiographical memory, as reconstructions of those events within gay identity formation narratives designed to boost the narrator's self-esteem and sense of personal continuity. internalised during socialisation and by allowing individuals

Made available in DSpace on 2016-04-27T14:31:14Z (GMT). No. of bitstreams: 1 Marilda Prado Yamamoto.pdf: 17094862 bytes, checksum: ccf95c1525479bcd89819e5040c8dfd3 (MD5) Previous issue date: 2013-11-07 / This research aims to contribute to the advancement of knowledge concerning interdisciplinarity and its possible applications in human development and shaping. It also aims to expand the studies and interdisciplinary practices in a master's course, which product and process is the human development and as a means interdisciplinarity. The study showed that the master s students sought a course of this nature driven by the interest in studying human development as a feature of personal and professional growth. Interdisciplinarity as a means motivated the search for the articulation of different areas of knowledge and, consequently, a broader knowledge. Based on the hypothesis that the Masters Course in Human Development: Education, Policy and Social Practice changed the cognitive and social structures of the research subjects - herein 2010 masters students this research sought to understand what this process meant for their personal and professional development and, above all, for their practices changes in the contexts in which they operate. The key question of this research - "What is the contribution of the interdisciplinary academic masters for the students personal and professional development?" - originates another of equal value: "What is the masters students perception from the standpoint of the established relationships?" In an attempt to answer these questions, a qualitative/quantitative approach was chosen, using the following instruments: analysis of the Institutional Development Plan (IDP) - Plano de Desenvolvimento Institucional; analysis of the academic masters proposal; life stories expressed in autobiographical memorials; speeches from the 2010 masters students gathered in the everyday classroom experiences; questionnaires with open questions regarding the proposed interdisciplinary journey and the impressions of the actual, expected and materialized experience in order to understand the shared perception of reality. The theoretical framework is based on three main pillars: on the Interdisciplinary Practices studies of Fazenda (1991, 1995, 1999, 2000, 2001, 2003, 2008, 2013); on experimental studies of Bronfenbrenner (1996, 2011) on the bioecological approach to Human Development; and on Berger and Luckmann (2009), Gergen and Gergen (2010) and Schutz (2012), regarding the interpersonal relationships interactive dynamics and the construction of a shared sense of reality and also considering Ricoeur (1968, 1983, 2006), Chizzotti (2000, 2008, 2010), Morin (1969, 2000, 2002, 2007) e Santos (1996, 2010). The metaphorical approach to the systemic study of the complex relationships exchanged in multiple social contexts led to the use of metaphors - the matrioska and its layered view leading to the pursuit of knowledge construction wealth, which is never closed as an absolute truth. As the course was developing, the interdisciplinary view was structured and human development was being perceived through the relationships with peers and teachers in classroom interaction; through the interactive knowledge exchange in seminars, qualifying exams and dissertation defense; through autobiographical memorial writing. These experiences led the master teachers in training to a resumption of the most significant life moments and their personal and social identity and, consequently, of their human development. A survey of this nature makes the researcher also resume his/her existential journey, reflecting on what he/she has built in his/her personal and professional life and how much he/she can still give for the development of the community. Everything was built from the moment that researcher and researched subjects lived together a reflection experience on the Masters Course in Human Development: Education, Policy and Social Practice. One can only know the meaning of such an experience when one is in it, there is no other way to experience it / Esta pesquisa tem como objetivo contribuir para o avanço do conhecimento relativo à interdisciplinaridade e a suas possíveis aplicações na formação e no desenvolvimento humano. Pretende também ampliar os estudos e práticas interdisciplinares em um curso de mestrado, que tem como produto e processo o desenvolvimento humano e como meio a interdisciplinaridade. O estudo evidenciou que os mestrandos procuraram um curso dessa natureza movidos pelo interesse em estudar o desenvolvimento humano como uma característica de crescimento pessoal e profissional. A interdisciplinaridade como meio motivou a busca pela articulação de diversas áreas do saber e, consequentemente, um conhecimento mais abrangente. Partindo-se da hipótese de que o curso de Mestrado em Desenvolvimento Humano: Formação, Políticas e Práticas Sociais modificou as estruturas cognitivas e sociais dos sujeitos de pesquisa denominados mestrandos 2010 , procurouse compreender o que representou este processo para o desenvolvimento pessoal e profissional dos mestrandos e, sobretudo, para a mudança de suas práticas nos contextos em que atuam. A questão fundamental dessa investigação Qual a contribuição do mestrado interdisciplinar acadêmico para o desenvolvimento pessoal e profissional dos mestrandos? origina outra, de igual valor: Qual a percepção dos mestrandos do ponto de vista dos relacionamentos estabelecidos? Na tentativa de respondê-las, optou-se por uma abordagem quali/quantitativa, utilizando-se dos seguintes instrumentos: análise documental do Plano de Desenvolvimento Institucional (PDI); plano de curso do mestrado acadêmico; histórias de vida expressas em memoriais autobiográficos; falas dos mestrandos 2010 recolhidas no convívio cotidiano em sala de aula; questionários com questões abertas sobre o percurso da proposta interdisciplinar e a expressão do vivido, esperado e concretizado para o entendimento da realidade partilhada. A sustentação teórica encontra-se alicerçada nos pilares das Práticas Interdisciplinares de Fazenda (1991, 1995, 1999, 2000, 2001, 2003, 2008, 2013); estudos experimentais de Bronfenbrenner (1996, 2011) sobre a visão bioecológica do Desenvolvimento Humano; e em Berger e Luckmann (2009), Gergen e Gergen (2010) e Schutz (2012), versados na dinâmica interativa das relações interpessoais e na construção do sentido partilhado da realidade, perpassando por Ricoeur (1968, 1983, 2006), Chizzotti (2000, 2008, 2010), Morin (1969, 2000, 2002, 2007) e Santos (1996, 2010). A aproximação metafórica para o estudo sistêmico das relações complexas trocadas em múltiplos contextos socializadores levou à utilização de metáforas a matrioska e o olhar em camadas que conduziram à procura da riqueza da construção do conhecimento, que nunca se fecha em verdade absoluta. À medida que o curso foi se desenvolvendo, o olhar interdisciplinar foi se estruturando e o desenvolvimento humano foi sendo percebido através do relacionamento com colegas e professores no convívio da sala de aula; nas trocas interativas de conhecimento nos seminários, exames de qualificação e defesa de dissertação; na própria escrita do memorial autobiográfico. Tais experiências conduziram os mestres em formação a uma retomada dos momentos significativos da vida pessoal e de sua identidade pessoal e social, consequentemente, do desenvolvimento humano. Uma pesquisa dessa natureza faz com o pesquisador também retome seu percurso existencial, refletindo sobre o que construiu na sua vida pessoal e profissional e o quanto pode contribuir para o desenvolvimento da comunidade. Tudo foi construído a partir do momento em que pesquisador e pesquisados viveram juntos uma experiência de reflexão sobre o curso de Mestrado em Desenvolvimento Humano: Formação, Políticas e Práticas Sociais. Somente pode saber o significado de uma experiência desse tipo quando se está dentro dela, não há outra forma de experenciá-la