<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000300456</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002702196</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Unboxing &#8220;Born-frees&#8221;: freedom to choose identities]]></article-title>
<article-title xml:lang="pt"><![CDATA[Retirando das caixas os &#8220;nascidos livres&#8221;: a liberdade de escolher as identidades]]></article-title>
<article-title xml:lang="es"><![CDATA[Desempacando a los &#8220;nacidos libres&#8221;: la libertad de elegir identidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vandeyar]]></surname>
<given-names><![CDATA[Saloshna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Pretoria Faculty of Education ]]></institution>
<addr-line><![CDATA[Pretoria ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>104</numero>
<fpage>456</fpage>
<lpage>475</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000300456&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000300456&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000300456&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative case study sets out to explore how &#8220;born-free&#8221; students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used. Data comprised a mix of semi-structured interviews and field notes. Inductive thematic analysis was used to analyse the data. Findings reveal that the demographic diversity of &#8220;born-free&#8221; students seemed to extend towards many competing views of identity. &#8220;Born-free&#8221; students did not possess distinctive views about their generations&#8221; identity. Racial identity still seemed to play a pivotal role. Some &#8220;born free&#8221; students expressed optimism with the freedom their identity provided, while others felt constrained by the enduring historical legacy of apartheid, transmitted through knowledge in the blood. Although &#8220;born-free&#8221; students themselves did not live through apartheid, the physical legacies of apartheid &#8211;such as its geographical contours &#8211; served as a daily reminder of its presence. &#8220;Born-free&#8221; students are not only well aware of the social and political dynamics of the country, but are also beginning to question externally imposed identities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo de caso qualitativo como os estudantes &#8220;nascidos livres&#8221; negociam e representam suas identidades na África do Sul vinte anos após a democracia. O paradigma metateórico do construtivismo social e a metodologia da pesquisa narrativa foram utilizados. Os dados foram obtidos a partir de um conjunto de entrevistas semi-estruturadas e de notas de campo. A análise indutiva temática foi usada para a interpretação dos dados. Os resultados revelam que a diversidade demográfica dos alunos &#8220;nascidos livres&#8221; parece apontar para visões contraditórias sobre a identidade. Estudantes &#8220;nascidos livres&#8221; não possuíam visões específicas sobre a identidade de sua geração. A identidade racial ainda aparece como central. Alguns estudantes &#8220;nascidos livres&#8221; expressaram otimismos com a liberdade que suas identidades lhes provêm, enquanto outros ainda se sentiram constrangidos pela herança persistente do apartheird, transmitida pelo conhecimento &#8220; de sangue&#8221;. Embora os estudantes &#8220;nascidos livres&#8221; não tenham vivenciado o apartheid, os aspectos físicos persistentes &#8211; como, por exemplo, as fronteiras geográficas &#8211; servem, para eles, como lembranças vivas de sua presença. Além de conscientes da dinâmica social e política do país, estes estudantes também começam a problematizar identidades que lhes são externamente impostas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio de caso cualitativo investiga cómo estudiantes &#8220;nacidos libres&#8220; negocian y representan sus identidades en Sudáfrica veinte años después de la llegada de la democracia. Se utilizó el paradigma metateórico del constructivismo social y la metodología de la investigación narrativa. Los datos se obtuvieron de un conjunto de entrevistas semiestructuradas y notas de campo. El análisis inductivo temático se utilizó para interpretar los datos. Los resultados demuestran que la diversidad demográfica de los estudiantes &#8220;nacidos libres&#8221; parece apuntar a visiones contradictorias sobre la identidad. Los estudiantes &#8220;nacidos libres&#8221; no poseen visiones específicas sobre la identidad de su generación. La identidad racial sigue apareciendo como central. Algunos estudiantes &#8220;nacidos libres&#8220; expresaron optimismo con la libertad que sus identidades les proporcionaban, mientras que otros seguían avergonzados por la persistente herencia del Apartheird, transmitido por el conocimiento &#8220;de la sangre&#8221;. Aunque los estudiantes &#8220;nacidos libres&#8221; no experimentaron el apartheid, los aspectos físicos persistentes &#8211; como los límites geográficos &#8211; sirven, para ellos, como recuerdos vivos de su presencia. Además de ser conscientes de la dinámica social y política del país, estos estudiantes también comienzan a problematizar las identidades que se les imponen externamente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[&#8220;Born-free&#8221; students]]></kwd>
<kwd lng="en"><![CDATA[Geographical contours]]></kwd>
<kwd lng="en"><![CDATA[Historical legacy]]></kwd>
<kwd lng="en"><![CDATA[Identity]]></kwd>
<kwd lng="en"><![CDATA[Knowledge in the blood]]></kwd>
<kwd lng="en"><![CDATA[Youth justice]]></kwd>
<kwd lng="pt"><![CDATA[estudantes &#8220;nascidos livres&#8221;]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento de sangue]]></kwd>
<kwd lng="pt"><![CDATA[identidade]]></kwd>
<kwd lng="pt"><![CDATA[fronteiras geográficas]]></kwd>
<kwd lng="pt"><![CDATA[herança histórica]]></kwd>
<kwd lng="pt"><![CDATA[justiça juvenil]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes &#8220;nacidos libres&#8221;]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento de la sangre]]></kwd>
<kwd lng="es"><![CDATA[Identidad]]></kwd>
<kwd lng="es"><![CDATA[Límites geográficos]]></kwd>
<kwd lng="es"><![CDATA[Patrimonio histórico]]></kwd>
<kwd lng="es"><![CDATA[Justicia para los jóvenes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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