E se fosse meu filho?: identidades de professores da socioeducação expressas por meio de narrativas orais

Abstract

Socio-educational detention is one of the measures applied to young people who have been charged with committing an offense by the judiciary. Much more than a punishment, this measure is, according to ECA, a right and, for many, the opportunity, previously neglected, to resume their studies, interrupted due to their involvement in illegal acts. In this educational context, this research, which addresses the socio-educational environment and the role of the teacher, aims to identify emerging identities from the oral narratives of seven teachers from a detention unit in Rio Grande do Sul, who work in socio-educational programs, during their participation in a university extension course that took place between 2020 and 2021 (pandemic period). This is a qualitative-interpretative research, which uses narrative studies, according to Bamberg (2002), Ochs and Capps (2001) and Labov and Waletzky (1967), inserted in the field of Applied Linguistics, due to its humanistic nature and the fact that the study of narratives identifies a discursive-interactional role and contributes to the understanding of social life, demonstrating how the identities of these teachers are constructed in interaction. The analysis of the data reveals that, in the narratives of these teachers, identities emerge of professionals who understand, welcome and transform realities, while at the same time positioning themselves in relation to young people and their performance in the detention environment.