Escolarização e medida socioeducativa de internação: a perspectiva docente sobre limites e possibilidades

Abstract

This study, as a Master's Dissertation, under the guidance of Prof. Dr. Neiva Vieira da Cunha and co-supervision of Prof. Dr. Fabiana Rodrigues, has the central objective of researching the developments of public educational policies that involve the socio-educational measures of the General Department of Actions Socio-educational / DEGASE / RJ, considering the pedagogical praxis of teachers in the face of daily social challenges and limits. As specific objectives, the study sought to characterize the personal confrontations of hospitalized adolescents, through the teachers' narratives, identifying the concepts of society, education, perspectives of the future, also understanding, in the collective of teaching actions, the place of schooling for training of the individual; it also sought to analyze, in the possible relations between the narratives of the interviewed teachers, the potential of scientific / school knowledge as a transforming element of the reality of the adolescents who study in the researched schools, understanding them as social instances that promote moments of resistance to the students' intellectual alienation watched. Thus, the study problematizes the cultural, linguistic, political and attitudinal elements that transit around the right to education during the adolescent's hospitalization period, mapping the symbolic violence that involves the reification of the didactic-curricular model that imposes itself on educational specificities these schools. As data collection instruments, semi-structured interviews were conducted with three teachers in order to analyze aspects such as: Public Educational Policies; socio-education; intellectual emancipation; alienation; human formation; pedagogical practices; school realities; etc. This study, theoretically and methodologically, is supported, among other authors, in the work of Alencar (2005); Algebaile (2009); Julião (2013); Melo (2017); Frigotto (2001); Baratta (1978); Bittar (2007); Bitencourt (2007); Foucault (1978); Thompson (2007); Zaffaroni e Pierangeli (2015); Coutinho (1997); Foucault (1977); Goffman (2001); Iamamoto (1999); Moscovici (1978); Orlandi (2001); Patto (1999); Santos (2004); Volpi (2002); Wacquant (2001); Valladares (2000); Libaneo (2012). Considering the unfolding of knowledge production from this study, one can affirm the relevance of the theme for the development of education in its levels and modalities. Also, the features of this study demonstrate that, once again, the State does not fulfill its role in offering fundamental rights to all individuals. Regarding the socio-educational system, the study pointed out the role of professionals who work there in their roles, insistence and the ability to resist commands vertically imposed by central education bodies and, in this case, public security. Such aspects can be identified when, despite the didactic-curricular schedule available, requested and, in some cases, imposed, the educational and emancipated conscience of the professionals instructs them to go beyond the common curriculum logic, bringing alternative and more humanizing practices. Thus, among the countless possibilities that this study brought, are those that drive the realization of so many other studies on the subject, however, in other socio-educational spaces. Thus, based on the theoretical framework used, the methodology applied during the semi-structured interviews, greatly favored the production of innovative knowledge, transforming practices, and driving methodologies.