“Porque se sou eu, tenho que escrever o que eu penso. Posso senhor?”: falas de jovens privados de liberdade

• Ano de defesa: 2020
• Autor(a) principal: Kastein Filho, André Luiz Martins
• Orientador(a): Cruz, Ana Cristina Juvenal da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Jovens em privação de liberdade; Educação profissional no CASA; Educação em espaços de restrição e privação de liberdade; Subjetividades
• Palavras-chave em Inglês: Young people deprived of liberty; Professional education at CASA; Education in spaces of restriction and deprivation of liberty; Subjectivities
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/13406

The present study analyzed the experience knowledge shared by young people during a professional qualification course, with the premise of locating them in the center of the practices that are developed in a deprivation of liberty institution, a CASA Foundation unit, with the intention of to contribute to the social practices developed in these spaces, considering the proposals of social education as a means of transforming realities. For this, it was established as a research question: what knowledge do young people deprived of liberty teach and learn in the professional qualification program? Proposing to problematize the educational action that is developed between the different social actors through a perspective that has acquired visibility in the decolonial field, the excerpts that bring the speeches of the young people contribute to understand the impacts of the proposal of a training for entrepreneurship within capitalism engineered in the neoliberal prism. Adopting qualitative participatory research methods, the data were recorded and organized in field diaries, analyzed through dialogue with the bibliographic reference. Putting in check mechanisms that annul and stigmatize young people and their knowledge, and problematizing the boundary between the “world of work” and the “world of crime”, we reiterate the need to look for loopholes, whether in the political and social context, that in the current horizon, it is obscure, whether in the statements that both educators and students bring in the midst of so many socioeconomic conflicts and the very existence and configuration of youth incarceration policies.