A RELAÇÃO ENTRE A ESCOLA, O ENSINO DE LÍNGUAS E O ABANDONO ESCOLAR: UM OLHAR A PARTIR DAS CRENÇAS E EXPERIÊNCIAS DE ADOLESCENTES COM QUEM A LEI ENTRA EM CONFLITO

• Ano de defesa: 2012
• Autor(a) principal: Costa, Vinícius Oliveira
• Orientador(a): Fraga, Leticia
• Banca de defesa: Onofre, Elenice Maria Cammarosano , Ferreira, Aparecida de Jesus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós Graduação em Linguagem, Identidade e Subjetividade
• Departamento: Linguagem, Identidade e Subjetividade
• País: BR
• Palavras-chave em Português: crenças e experiências escolares; adolescentes em conflito com a lei; ensino- aprendizagem de língua portuguesa e língua inglesa; privação de liberdade
• Palavras-chave em Inglês: school experiences and beliefs; adolescents in conflict with the law; teaching and learning of Portuguese and the English language; privation of liberty
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/441

Considering the strong impact that beliefs play in our behavior and in our actions, and the existence of an interrelationship between beliefs, practices and attitudes of school subjects in these practices (BARCELOS, 2011, 2006), this study investigated the beliefs and experiences that school children in conflict with the law bring his life before privation. The theoretical framework that underlies our research consists of Barcelos (2006, 2011), Charlot (1996), Dubet (2002, 2008), Arrow (1997), Freire (2009), Lima (2011), Moita Lopes (2002, 2006 ) among others. Research on beliefs was segmented into three categories of analysis, namely: impressions of the school and school dropout, impressions of the teacher of Portuguese and English and views on the teaching and learning of these languages in the middle school open. Through this work, we seek to stimulate "rethink" about what it means to go to school and "learning things" for inmates, enabling a better understanding of their ways of thinking about school as an institution and the process of teaching and learning English. We developed our project from the qualitative approach, using the elements of ethnographic research in socio-educational center of Ponta Grossa, where we had the participation of 40 teenagers who meet educational measures to deprivation of liberty. The proposal is grounded in the practice of understanding of pre-school experiences by adolescents in conflict with the law, taking them as important actors of the teaching-learning Portuguese and English. Through the analysis of the data, we come to the following conclusions: in general "go to school" was not a positive experience for the inmates. Instead, the school they experienced situations of prejudice and exclusion, whether by teachers or their own colleagues, which ultimately contribute to the look that the teen launches toward her and the teaching of Portuguese and English. The beliefs expressed about the process of teaching and learning of these languages have made clear is that the very functioning of the school, through certain mechanisms of exclusion, which selects, eliminates and generates consequences that draw the present and future of many teenagers. For young participants, the institution as a whole turned out to be a strong barrier in the continuation of their school lives, so that is largely responsible for the failure of these young people. Thus, from the results, our study pointed out the importance of the school to rethink strategies for better service to that public, also rethinking its role as a teaching institution of values, principles and knowledge bases.