Adolescências e escolarização de uma unidade socioeducativa: alguns paradoxos entre a escola punitiva e a escola do rolê

Abstract

This study investigated the schooling of adolescents in the socio-educational system of hospitalization, considering some paradoxes between the “punitive school”, the one that follows the legal precepts of criminalization, and the "rolê school" indicated by students as a place of sociability and participation in the discussion of school content. In addition, it focused on the relationships that the participants of the research faced from the determinations of the ECA, considering that school attendance is mandatory in the fulfillment of the measure of deprivation of liberty. being the offer of schooling a duty of the public power. Within this scenario, the research analyzed the relations between the criminalized adolescent, the educator and the school destined to the fulfillment of the measure, in the construction of the social identity. From the perspective of the adolescents themselves, we sought to understand the differences and meanings attributed to school in their lives. In this aspect, the contributions of this study were located between the fields of education policies and policies of socio-educational measures with regard, primarily, to adolescents who are in this segregatory condition. The research was permeated by the confrontation between the prescribed in the Law and the reality faced by the investigated public, since it was not observed any perspective capable of producing resocialization or reintegration of students in society, as promised by the ECA. In fact, the school was interpreted as the place of no place to glimpse a life project. Faced with these processes was asked: How do adolescents mean the school to which they are subjected to deprivation of freedom? What are your views on schooling? What is the presence and function of this school in the lives of these subjects? In methodological terms, the research was carried out through qualitative instruments, using as tools documentary research, field observation, and semi-structured interviews with six adolescents in compliance with socio-educational measure in provisional hospitalization. The results indicated that, in general, the adolescents interviewed attribute a "nonsense" to the schooling received in deprivation of liberty, that is, they do not recognize or legitimize it as proposed by institutional logic. The study does not intend to exhaust the proposed theme but bring new elements and discussions for understanding how school education is felt and meant by adolescents in such a peculiar space: the deprivation of freedom.