Coletivos estudantis e formação integral na Educação Profissional e Tecnológica: entre constituição, representações e memória: um estudo de caso dos coletivos no IFMG - Campus avançado Ipatinga.

This Master Thesis goals to present the process of creating and organizing an antiracist collective and a women's collective founded at Instituto Federal de Minas GeraisCampus Avançado de Ipatinga, on the students’s initiative from Integrated High School Technical Courses. The research aims to understand how these youth collectives were formed within the school environment and their contributions to an integral education. It was developed the documentary "COLETIVO PRETO AYA SANKOFA E COLETIVO FEMININO MARIA QUITÉRIA - Representatividade, empoderamento e formação integral" (BLACK COLLECTIVE AYA SANKOFA AND FEMALE COLLECTIVE MARIA QUITÉRIA - Representativeness, empowerment and integral education) as an educational product, proposing to record memory and identity in order to strengthen the movements and inspire young people who want to get involved in social movements, as well as suggesting forms of non-formal education that can contribute to an integral education. It was a qualitative research, guided by the Theory of Social Representations, studies of youth and the conceptual bases of integral human formation, as well as studies on Social Movements such as feminism and anti-racism. The methodology was a case study and the technique to analyses the data was triangulation of semi-structured interviews, small talking groups and participant observation, as well as a semi-structured questionnaire and researcher field notes instruments. Using Content Analysis, it was defined four categories, unveiled from the students' social representations, which guided the understanding and organization of the data for the analysis of the discourses: the collectives, anti-racism, feminism and integral learning and training. From the students' speeches, it was observed that the creation of the collectives came from a need to feel seen, recognized and valued, which demonstrates a search for formation and affirmation of their own identities. It was observed that the collectives also enabled students to develop leadership skills, argumentation and, consequently, autonomy, favoring citizen and political participation, based on their involvement in other non-formal education projects. The speeches also showed that some racist and sexist/misogynist social representations rooted in society, which have repercussions in school environments, have been deconstructed through the debates promoted by the collectives, contributing to the students' omnilateral education.