Paper Presentation Padova 2014 EARLI Conference http://interculture.opencontent.it/

1. Praxe as Spaces and Times for Interactions among Peers: Participation, voice and power issues
pavalerio@gmail.com
Patrícia Valério Universidade de Lisboa, Instituto de Educação
Guilhermina Lobato Miranda Universidade de Lisboa, Instituto de Educação
gmiranda@ie.ulisboa.pt

3. What led us to this research?
•Praxe has been part of medias’ agenda for the worth causes: Death and physical and psychological injuries
•10 young people died the last 9 months during praxe rituals
• It increased its frequency through last years:
•From 1-2 weeks a year to the whole school year.
• Has a economy lobby behind: Garments, beverages, festivals, badges

4. • Rituals are seen as a way to promote socialization and learning (Frias 2003; Ribeiro, 2001);
•Social representations are dynamic (Marková, 2005; Moscovici, 2000);
•Social interactions play an important role (Vygotsky, 1934/1962);
•Dialogical self assumes diferent I-positions (Hermans, 2001);
• PRAXES – issues related to legitimate and peripherial participation (Lave & Wenger, 1991)
• Life trajectories of participation, particularly in school context (César, 2013).
Theoretical background

5. Interpretative approach (Denzin,2002) Exploratory intrinsic case study (Stake, 1995)
Participants
• Higher education students (17/18 - 65-year-olds);
• Opinion leaders, journalists and relevant members from the educational and social community;
• 2 Researchers.
Method
Data Collecting Instruments
• Questionnaires, interviews, informal conversations, and documents.
Procedures
•Data collecting – November and December 2013 (1st Questionnaire); – May 2014 (2nd Questionnaire); – March to May 2014 (Interviews and informal conversations).

6. Socio-demographic characterization
37%
63%
Gender
Masculine
Feminine
27%
54%
12%
4%
3%
Age
15-19
20-24
25-29
30-34
>34
10%
31%
44%
15%
Participation on Praxe
No
Yes, some activities
Yes, in all activities
Yes, few activities
15%
35%
17%
6%
27%
Who influenced?
Family
Friends
Academic Comunity
Praxe Comission (COPA)
Others

7. Results
197
119
134
135
147
103
1
2
3
4
5
6
Praxe forecasts future power relations
297
173
140
127
35
15
1
2
3
4
5
6
I feel power participating in praxe rituals
30
30
72
164
250
291
1
2
3
4
5
6
Praxe builds a student hierarchy
1-Strongly disagree 2-Disagree Somewhat 3-Disagree 4-Agree 5-Somewhat agree 6-Strongly agree
182
153
139
144
111
107
1
2
3
4
5
6
Praxe it's a power ritual between peers

8. Results
“I really enjoyed my praxe... However I remain conscious on the committed excesses, which make me and, so many others forget the good experiences.” 4FESEIPP159
“It doesn’t bothers me but I choose not to continue participating in the activities because they consume a lot of time.” 2MUP230
“Praxe legitimates certain peoples’ authoritarian ways of acting, that outside the rituals doesn’t look so bossy” 3MISTUL174
“Praxe, for those who participate, is seen as integration but I think that’s not true. I guess when they want be foolishly powerful, they don’t really bother with the right or wrong of their acts.” 1FUP213

9. Results
“In the end I made friends for life and took part in such a deep and significant union, which was totally unknown to me.”1FUMINHO422 (F15-19)
“Praxes can be a very productive integrative activity. However, the existence of hierarchies and codes, takes all to a scary level.”
2FUCP069 (F20-24)
“Praxe is different from place to place. I guess in some cities can be really humiliating.” 2FFCUP184 (F20-24)
“Praxe cannot be generalized either standardize. It’s not the same anywhere…but different everywhere.” 3MICBAS152 (M25-29)
“Praxe depends on people. I have two different experiences. In one I was excluded, in the other treated as equal.” 1FUP755 (F15-19)

10. Final Remarks
“Self and culture are conceived in terms of a multiplicity of positions among which dialogical relationships can develop.” (Hermans, 2001, p. 243)
The key to legitimate peripheral participation is“access by newcomers to the community of practice and all that membership entails” (Lave & Wenger, 1991, p.101)
“Empowering students and facilitating their engagement in school activities is a way of promoting their cognitive, social and emotional development” (César, 2013, p. 188)