Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/S1517-97022016133882 http://hdl.handle.net/11449/169805 |
Resumo: | This article aims to reflect on the relation between ethnographic doing and teaching within institutions of social control. For this, it explores the researcher's position as a teacher who works in detention units of Fundação CASA, where socio-educational measures provided by Estatuto da Criança e do Adolescente (ECA - Child and Adolescent Statute) are applied to adolescents who commit offenses. Involvement in the routine of the institution allows the narrative to be constructed in a symmetrical movement, in which the teacher can experience and be affected by the different devices that seek to territorialize the units. Because that is a social control environment marked by conflicting relations, symmetrical ethnographic description assumes a tense perspective, since in the teaching practice and the construction of bonds within the institution there is a number of risks and dangers, which can lead teachers to be coopted by normative forces of the collective of officials and adolescents. When this happens, the teacher fails to build a mediating attitude of symmetrization, and becomes an intermediary who strengthens the collectives that seek to dominate the institutional routine. Thus, teaching at Fundação CASA units is a risky exercise, in that at any time the teacher can become an arrastão or a lagarteado. In the first case, he becomes just another operator of institutional norms, and, on the second, the teacher loses the limit of involvement with adolescents and starts to act according to their will. |
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Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASAArrastão or lagarteado? Dynamics of teaching at Fundação CASAEthnographyFundação CASASocio-educational measuresSymmetryTeaching practiceThis article aims to reflect on the relation between ethnographic doing and teaching within institutions of social control. For this, it explores the researcher's position as a teacher who works in detention units of Fundação CASA, where socio-educational measures provided by Estatuto da Criança e do Adolescente (ECA - Child and Adolescent Statute) are applied to adolescents who commit offenses. Involvement in the routine of the institution allows the narrative to be constructed in a symmetrical movement, in which the teacher can experience and be affected by the different devices that seek to territorialize the units. Because that is a social control environment marked by conflicting relations, symmetrical ethnographic description assumes a tense perspective, since in the teaching practice and the construction of bonds within the institution there is a number of risks and dangers, which can lead teachers to be coopted by normative forces of the collective of officials and adolescents. When this happens, the teacher fails to build a mediating attitude of symmetrization, and becomes an intermediary who strengthens the collectives that seek to dominate the institutional routine. Thus, teaching at Fundação CASA units is a risky exercise, in that at any time the teacher can become an arrastão or a lagarteado. In the first case, he becomes just another operator of institutional norms, and, on the second, the teacher loses the limit of involvement with adolescents and starts to act according to their will.Universidade Estadual de São Paulo (UNESP)Universidade Estadual de São Paulo (UNESP)Universidade Estadual Paulista (Unesp)Olic, Mauricio Bacic [UNESP]2018-12-11T16:47:41Z2018-12-11T16:47:41Z2017-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article357-377application/pdfhttp://dx.doi.org/10.1590/S1517-97022016133882Educacao e Pesquisa, v. 43, n. 2, p. 357-377, 2017.1678-46341517-9702http://hdl.handle.net/11449/16980510.1590/S1517-97022016133882S1517-970220170002003572-s2.0-85020211474S1517-97022017000200357.pdfScopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporEducacao e Pesquisa0,163info:eu-repo/semantics/openAccess2023-11-14T06:17:55Zoai:repositorio.unesp.br:11449/169805Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:41:56.975113Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA Arrastão or lagarteado? Dynamics of teaching at Fundação CASA |
title |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
spellingShingle |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA Olic, Mauricio Bacic [UNESP] Ethnography Fundação CASA Socio-educational measures Symmetry Teaching practice |
title_short |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
title_full |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
title_fullStr |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
title_full_unstemmed |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
title_sort |
Arrastão ou lagarteado? Dinâmicas em torno da prática docente na Fundação CASA |
author |
Olic, Mauricio Bacic [UNESP] |
author_facet |
Olic, Mauricio Bacic [UNESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Olic, Mauricio Bacic [UNESP] |
dc.subject.por.fl_str_mv |
Ethnography Fundação CASA Socio-educational measures Symmetry Teaching practice |
topic |
Ethnography Fundação CASA Socio-educational measures Symmetry Teaching practice |
description |
This article aims to reflect on the relation between ethnographic doing and teaching within institutions of social control. For this, it explores the researcher's position as a teacher who works in detention units of Fundação CASA, where socio-educational measures provided by Estatuto da Criança e do Adolescente (ECA - Child and Adolescent Statute) are applied to adolescents who commit offenses. Involvement in the routine of the institution allows the narrative to be constructed in a symmetrical movement, in which the teacher can experience and be affected by the different devices that seek to territorialize the units. Because that is a social control environment marked by conflicting relations, symmetrical ethnographic description assumes a tense perspective, since in the teaching practice and the construction of bonds within the institution there is a number of risks and dangers, which can lead teachers to be coopted by normative forces of the collective of officials and adolescents. When this happens, the teacher fails to build a mediating attitude of symmetrization, and becomes an intermediary who strengthens the collectives that seek to dominate the institutional routine. Thus, teaching at Fundação CASA units is a risky exercise, in that at any time the teacher can become an arrastão or a lagarteado. In the first case, he becomes just another operator of institutional norms, and, on the second, the teacher loses the limit of involvement with adolescents and starts to act according to their will. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01 2018-12-11T16:47:41Z 2018-12-11T16:47:41Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/S1517-97022016133882 Educacao e Pesquisa, v. 43, n. 2, p. 357-377, 2017. 1678-4634 1517-9702 http://hdl.handle.net/11449/169805 10.1590/S1517-97022016133882 S1517-97022017000200357 2-s2.0-85020211474 S1517-97022017000200357.pdf |
url |
http://dx.doi.org/10.1590/S1517-97022016133882 http://hdl.handle.net/11449/169805 |
identifier_str_mv |
Educacao e Pesquisa, v. 43, n. 2, p. 357-377, 2017. 1678-4634 1517-9702 10.1590/S1517-97022016133882 S1517-97022017000200357 2-s2.0-85020211474 S1517-97022017000200357.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Educacao e Pesquisa 0,163 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
357-377 application/pdf |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808128846596145152 |