Educar e punir: a judicialização da vida escolar

• Autor(a) principal: Gomes, Ingrid de Faria
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9909
• topic: Judicialization; School; Tutelary council; Judicialização; Escola; Conselho tutelar; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In this dissertation, we analyze the discourses and practices that promote the process of judicialization of school life on a daily basis. To investigate how this process has unfolded and the forces underneath it, as well as its effects, efforts have been made to discuss what we call judicialization. This problem is raised here by perceiving it, at first, as a recurring practice in school in face of situations of violence, indiscipline and tensions in their daily lives. For this, it is made problematizations about what/how these totalizing categorical modes are produced and to which they refer. In addition, it is intended to expand the meanings that converge to what is called judicialization, with Michel Foucault, Gilles Deleuze, Giovanna Marafon, Maria Lívia Nascimento and Estela Scheinvar as the main intercessors. The objectives of this research are set out as follows: 1) to analyze how judicial practices are configured in school; 2) to understand the relationship between the school and the tutelary council; 3) to problematize the effects of judicialization in the school relations. The crossings between the school and the tutelary council, although this is a non-jurisdictional device, have been operated by judicial logic, based on the penal logic. Under the methodological presumptions of the intervention-research, inspired by the cartography method, and having as a research context the municipality of São Gonçalo (RJ), these relations are explored without the intention of making judgments or embedding them in truth parameters. For this purpose, interviews were conducted with tutelary counselors and pedagogues; observation of daily school life accompanied by the field diary, as a device beyond empirical findings; and interviews with the pedagogical coordinator and counselor. With this material, we highlight a set of forces present as gears to discuss the logic in the judicial machinery and its effects on the productions of subjectivities that generate social clamor for punishment and practices of denunciation and vigilance, with the belief in the law as reference. In the exercise of stressing these productions are called breaches that can break with the glimpse at other modes of existence that do not cherish the restraint of life, but that can bring up insurgencies by affirming life as potency.