A ESTRUTURA DO AUTOCONCEITO EM ESTUDANTES DO 6º ANO DO ENSINO FUNDAMENTAL NA ÓTICA DO MODELO INTEGRADO DE L’ECUYER: UMA ANÁLISE TEMÁTICA

Abstract

This study aimed to raise the defining categories of self-concept according to L’Ecuyer’s integrated model in adolescents from Pernambuco, thus allowing the beginning of the systematization of the empirical test of the aforementioned theoretical model of phenomenal self-concept in its adequacy to the phenomenological description of this cognitive system in the context of Brazilian Portuguese speakers. The research sample consisted of 22 adolescents, between 10 and 14 years old, students in the 6th year of an elementary school in public and private schools in Recife (PE). The participants answered the question, “Who are you?” and their answers were submitted to qualitative analysis through Thematic Analysis to verify whether the categories proposed by L’Ecuyer’s integrated model would emerge within the comprehensive constituent themes. From the answers given by the adolescents, seven thematic categories (themes) emerged from the analysis, namely, (1) Identity, (2) Family, (3) Friends, (4) Prejudice and Bullying, (5) Likes, (6) Qualities, and, (7) Feelings. Correspondences with the integrated model were mapped, such as Simple Denominations (Identity), Feelings and Emotions (Feelings and Prejudice and Bullying), Qualities and Defects (Qualities), Enumeration of Activities and Likes and Interests (Likes). These initial results point to the possible adequacy of the integrated model to the phenomenal description of self-concept in Brazilian adolescents. However, more studies, with more robust samples and from different regions of the country, are needed to rigorously test the theoretical model mentioned for its use in psychological and developmental research in our context.

Keywords: Phenomenal self-concept; integrated model by L’Ecuyer; teenagers; elementary School; thematic analysis; phenomenology.