“Você acha que todo ladrão já nasce ladrão”: o processo de escolarização de adolescentes privados de liberdade

Abstract

The research aimed to investigate how school education, in the context of compliance with the socio-educational measure of detention, can contribute to the accountability process of adolescents deprived of liberty at the Montes Claros Social-Educational Detention Center. In the first chapter, a review of public policies aimed at teenagers who commit criminal acts was carried out, demarcating two important legal instruments and their respective historical-social moments: the 1927 Minors Code and the Child and Adolescent Statute - ECA, Federal Law 8069 of 1996 (BRASIL, 1990). In the second chapter, the focus fell on the role of education in the trajectory of these subjects and, for that, a reflection on education and power relations present in this scenario and in the lives of these adolescents with an infractional trajectory was sought in the contributions of the philosopher Michel Foucault. Finally, the third chapter focused on field research, which took place through three conversation meetings with four adolescents in compliance with a socio-educational measure in deprivation of liberty. The analysis of the transcripts of the conversations took place from the perspective of discourse analysis, also from the Foucaultian perspective, the view of adolescents about school within the socio-educational measure of hospitalization. It was possible to notice that adolescents make reference to school both in the context of deprivation of freedom and outside it, with direct references to the violence suffered by them in the school environment and to other processes of exclusion and control. At the end of the work, with the final considerations, it was problematized, in view of all the proposed discussion, how historically it continues to be challenging and emblematic for the school to deal with subjects who resist the normalization of bodies, non-docile bodies.