A relação com o saber e a escola dos socioeducandos privados de liberdade em Juazeiro do Norte - Ceará (2022 a 2024)

Abstract

This research aims to understand how the socioeducandos (adolescents in the socioeducational system) at the Centro Socioeducativo Padre Cícero (CSPC) in Juazeiro do Norte (CE) relate to knowledge and school. It seeks to comprehend the relationships and meanings that socioeducandos deprived of liberty maintain and attribute to the knowledge they construct, considering their perceptions and the significance of this knowledge in their life trajectories, alongside family, school, and neighborhood. The study adopts Bernard Charlot's Theory of the Relationship with Knowledge, which emphasizes the importance of understanding how individuals relate to the world and construct their knowledge. A qualitative methodology is employed, analyzing documents and semi-structured interviews based on a data collection instrument called Balanços do Saber, developed by Bernard Charlot, and the Content Analysis technique by Laurence Bardin. The results indicate that the subjects: (1) attribute little meaning to school education obtained both in freedom and in deprivation of liberty for their lives; (2) value socio-educational activities, especially those involving professionalization opportunities. The research suggests that the reorganization and qualification of public education policies should consider the specific expectations and needs of young people and adolescents deprived of liberty.