“O que tu tem pra negociá comigo pra eu não voltá pra guerra?”: juvenicídio educacional em pequenas histórias de jovens em escola de atendimento socioeducativo

Abstract

Although the school education of young people in conflict with the law is guaranteed by law (BRASIL, 1990; BRASIL, 2012), In practice, educational processes in socio-education are not always fulfilled, as stated in the law. Faced with this reality, in this thesis, in line with the objectives of the “New Meanings [...]” project, I seek to deepen reflections that start from the paths, interests and ways of perceiving the reality of young people in the final years of elementary school, considering their condition of being young in the midst of their life circumstances, deprived of freedom, in a socio-educational measure, and, not by choice, enrolled in a school by law. When considering the intrinsic relationships between language and reality, the research question that mobilizes this thesis is indicated as follows: what do narrative performances in short stories reveal in relation to school and the life trajectories of young people in socio-education, in the schooling context in the final years of elementary school? Thus, the general objective of this study is to identify which Discourses constitute the meanings, of school, in the face of the life paths, of adolescents in the final years of Elementary School, in a socio-educational measure, through narrative performances in small stories and imagetic narratives about the ideal school. Thirteen excerpts from narratives and image narratives from two classes are analyzed. For this, theoretical concepts related to Discourse are used (GEE, 1999, 2004) and performative view of language (AUSTIN, 1990; PENNYCOOK, 2004; 2007). In conjunction with concepts concerning language, the analyzes are also based on theoretical reflections relating to vulnerability, precariousness, and violence (BUTLER, 2016a; 2016b; 2021), in convergence with juvenicide studies (VALENZUELA ARCE, 2012, 2021, 2022). In the narrative performances in short stories in focus, it is possible to identify that these young people have their lives marked by a set of social inequalities that begin with the territory and extend to the lack of access to urban infrastructure resources, as well as basic rights. This leads us to think that Discourses and meanings about school are part of a set of much more comprehensive social problems, which go beyond the reach of the school.