Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/16090 |
Resumo: | 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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Caldas, Edla Cristina RodriguesOnofre, Elenice Maria Cammarosanohttp://lattes.cnpq.br/9391211432183878http://lattes.cnpq.br/158674772128475408b10add-5709-448c-8f4d-928bb66a72dd2022-05-09T17:58:06Z2022-05-09T17:58:06Z2022-02-16CALDAS, Edla Cristina Rodrigues. Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16090.https://repositorio.ufscar.br/handle/ufscar/16090The 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.A pesquisa busca compreender significados que as jovens expressam a partir das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus (CSIFM). Os objetivos específicos alinharam-se ao geral, a saber: analisar conceitos e concepções relativos à educação e à socioeducação; apresentar concepções de educação nas políticas públicas para a educação e para o sistema socioeducativo no Brasil e no Amazonas; caracterizar as atividades escolares e não escolares vivenciadas pelas meninas no CSFIM; identificar significados que as jovens manifestam em processos educativos inerentes às atividades promovidas pelo CSFIM. A questão central para a tese é: que significados as jovens atribuem às práticas educativas no âmbito do Centro Socioeducativo de Internação Feminina de Manaus? A metodologia está de acordo com as epistemologias do Sul, na tentativa de valorizar “outros saberes” e construir-se em diálogo horizontal com esses conhecimentos. A abordagem é qualitativa no desenvolvimento da pesquisa participante, tendo como instrumentos de coleta de dados a análise documental, as observações e as rodas de conversa. Realizaram-se treze inserções em atividades educativas no Centro Socioeducativo de Internação Feminina, dentre elas quatro rodas de conversa, durante a realização de uma oficina de leitura e escrita. Observaram-se nove aulas presenciais na modalidade de Educação de Jovens e Adultos (EJA) durante, aproximadamente, quatro horas, em quatro turmas. Nas aulas e demais atividades, acompanhamos e dialogamos com sete meninas, com quatro educadoras e um educador. As observações foram registradas em diários de campo e os registros analisados conforme os procedimentos da análise do conteúdo, de acordo com os focos de análise, emergentes no próprio campo de pesquisa: “andarilhagens das meninas”, “processos de ensino e aprendizagem no Centro Socioeducativo” e “estar socioeducanda e estar presa”. Os resultados evidenciam que a educação libertadora é fulcral para a construção da sociedade democrática comprometida com as demandas do oprimido e que essas demandas devem estar presentes na elaboração de políticas públicas para a educação de jovens em situação de privação de liberdade, considerando as diversas juventudes em suas especificidades. As produções de teses e dissertações acerca da temática de jovens e privação de liberdade cresceram no período de 2007 a 2018. Há, contudo, número reduzido de pesquisas acerca da educação de meninas em situação de privação de liberdade. Pode-se afirmar que já há evidências científicas do fazer educação em espaços de privação de liberdade (EEPL). No que diz respeito às práticas educativas, constatou-se que essas são significadas pelas jovens a partir da valorização da família e do sentimento de esperança em relação ao futuro, bem como pela importância da escolarização no processo de cumprimento de medidas socioeducativas. Por sua vez, os significados dos processos educativos para as meninas em situação de privação de liberdade no CSIFM são perpassados pelas experiências de vida e pelas trajetórias escolares antecedentes à entrada na unidade socioeducativa. Ambas (experiências e trajetórias) estão permeadas pelas violências e por percursos escolares que trazem histórias de fracassos e rupturas ao longo do processo de escolarização. Não por acaso, a escola no interior do CSFIM é ressignificada como outra chance para estudar com sucesso, para aprender e como ponto de partida para novas perspectivas de futuro.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducaçãoSocioeducaçãoMeninas em privação de liberdadePráticas sociaisProcessos educativosEducationSocial educationGirls in prisonSocial practicesEducational processesCIENCIAS HUMANAS::EDUCACAOSignificados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninasThe meanings that girls express based on the educational practices at the Social Educational Girl’s Internment Center of Manaus (SEGICM)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6006003ca38cae-5db1-41f1-90d7-4884599a4c44reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdfTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdfTese de Doutoradoapplication/pdf2740203https://repositorio.ufscar.br/bitstream/ufscar/16090/1/Tese%20de%20Edla%20Cristina%20Rodrigues%20Caldas_PPGE_UFSCar_final.pdf2448c55ad1809dc6a632ad4bca46d2a9MD51carta comprovante - Edla Cristina.pdfcarta comprovante - Edla Cristina.pdfCarta comprovanteapplication/pdf132965https://repositorio.ufscar.br/bitstream/ufscar/16090/5/carta%20comprovante%20-%20Edla%20Cristina.pdf67a579073cba7709196f1fa2e6b1fb1bMD55CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16090/6/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD56TEXTTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdf.txtTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdf.txtExtracted texttext/plain457071https://repositorio.ufscar.br/bitstream/ufscar/16090/7/Tese%20de%20Edla%20Cristina%20Rodrigues%20Caldas_PPGE_UFSCar_final.pdf.txt7788cf7100ebd6afee4960a86286881dMD57carta comprovante - Edla Cristina.pdf.txtcarta comprovante - Edla Cristina.pdf.txtExtracted texttext/plain1225https://repositorio.ufscar.br/bitstream/ufscar/16090/9/carta%20comprovante%20-%20Edla%20Cristina.pdf.txt1d8d5d7472ad077cea39056d4cd94f08MD59THUMBNAILTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdf.jpgTese de Edla Cristina Rodrigues Caldas_PPGE_UFSCar_final.pdf.jpgIM Thumbnailimage/jpeg6666https://repositorio.ufscar.br/bitstream/ufscar/16090/8/Tese%20de%20Edla%20Cristina%20Rodrigues%20Caldas_PPGE_UFSCar_final.pdf.jpgaf47683a12533a8e8ddc0f11c150be1cMD58carta comprovante - Edla Cristina.pdf.jpgcarta comprovante - Edla Cristina.pdf.jpgIM Thumbnailimage/jpeg12091https://repositorio.ufscar.br/bitstream/ufscar/16090/10/carta%20comprovante%20-%20Edla%20Cristina.pdf.jpg2c52edc200c15086602eda4737d0a8c6MD510ufscar/160902023-09-18 18:32:26.893oai:repositorio.ufscar.br:ufscar/16090Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:26Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
dc.title.alternative.eng.fl_str_mv |
The meanings that girls express based on the educational practices at the Social Educational Girl’s Internment Center of Manaus (SEGICM) |
title |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
spellingShingle |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas Caldas, Edla Cristina Rodrigues Educação Socioeducação Meninas em privação de liberdade Práticas sociais Processos educativos Education Social education Girls in prison Social practices Educational processes CIENCIAS HUMANAS::EDUCACAO |
title_short |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
title_full |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
title_fullStr |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
title_full_unstemmed |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
title_sort |
Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas |
author |
Caldas, Edla Cristina Rodrigues |
author_facet |
Caldas, Edla Cristina Rodrigues |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/1586747721284754 |
dc.contributor.author.fl_str_mv |
Caldas, Edla Cristina Rodrigues |
dc.contributor.advisor1.fl_str_mv |
Onofre, Elenice Maria Cammarosano |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9391211432183878 |
dc.contributor.authorID.fl_str_mv |
08b10add-5709-448c-8f4d-928bb66a72dd |
contributor_str_mv |
Onofre, Elenice Maria Cammarosano |
dc.subject.por.fl_str_mv |
Educação Socioeducação Meninas em privação de liberdade Práticas sociais Processos educativos |
topic |
Educação Socioeducação Meninas em privação de liberdade Práticas sociais Processos educativos Education Social education Girls in prison Social practices Educational processes CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Education Social education Girls in prison Social practices Educational processes |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-05-09T17:58:06Z |
dc.date.available.fl_str_mv |
2022-05-09T17:58:06Z |
dc.date.issued.fl_str_mv |
2022-02-16 |
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CALDAS, Edla Cristina Rodrigues. Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16090. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/16090 |
identifier_str_mv |
CALDAS, Edla Cristina Rodrigues. Significados das práticas educativas no Centro Socioeducativo de Internação Feminina de Manaus/AM: a perspectiva das meninas. 2022. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16090. |
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https://repositorio.ufscar.br/handle/ufscar/16090 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação - PPGE |
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Universidade Federal de São Carlos Câmpus São Carlos |
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