Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas
Caldas, Edla Cristina Rodrigues
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The research seeks to understand the meanings that girls express based on the educational practices at the Social Educational Girl’s Internment Center of Manaus (SEGICM), in Brazil. The specific goals were aligned to the general one, namely: to analyze concepts and conceptions related to education and socioeducation; to present conceptions of education in public policies for education and for the socioeducational system in Brazil and in Amazonas; to characterize the school and non-school activities experienced by the girls at the SEGICM; to identify meanings that the girls manifest in educational processes inherent to the activities promoted by SEGICM. The central question for the thesis is: what meanings do young girls attribute to the educational practices in the scope of the Social Educational Girl’s Internment Center of Manaus? The methodology is in accordance with the epistemologies of the South, in an attempt to value "other knowledges" and to build up a horizontal dialogue with this knowledge. The approach is qualitative in the development of participatory research, using as instruments of data collection document analysis, observations and conversation rounds. Thirteen insertions were made in educational activities at the Social Educational Girl’s Internment Center, among them four conversation rounds, during a reading and writing workshop. We observed nine face-to-face classes in the Young and Adult Education modality during approximately four hours, in four classes. In the classes and other activities, we accompanied and dialogued with seven girls, five educators (four women and a man). The observations were recorded in field diaries and the records were analyzed according to the Content Analysis procedures, according to the analysis focuses, emerging in the research field itself: "girls' wanderings", "teaching and learning processes in the Socio-Educational Center" and "being socioeducational and being imprisoned". The results show that liberating education is central to the construction of a democratic society committed to the demands of the oppressed and that these demands should be present in the development of public policies for the education of young people in situation of deprivation of liberty, considering the various youths in their specificities. The theses and dissertations about the theme of youth and deprivation of liberty grew in the period from 2007 to 2018. There is, however, a small number of researches about the education of girls in situations of deprivation of liberty. It can be stated that there is already scientific evidence of doing education in spaces of deprivation of liberty. In regards to the educational practices, it was verified that these are meant by the girls from the valorization of the family and the feeling of hope in relation to the future, as well as by the importance of schooling in the process of complying with the socio-educational measures. In turn, the meanings of the educational processes for the girls in situations of deprivation of freedom in the SEGICM are permeated by life experiences and by the schooling trajectories prior to entering the socioeducational unit. Both (experiences and trajectories) are permeated by violence and by school paths that bring stories of failures and ruptures throughout the schooling process. Not coincidentally, school inside the SEGICM is resignified as another chance to study successfully, to learn, and as a starting point for new perspectives for the future.
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