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Previous issue date: 2016-07-26 / Esta pesquisa teve como objeto de estudo as representa??es sociais sobre a educa??o constru?da por jovens e adultos em situa??o de priva??o de liberdade. Buscamos, assim, conhecer como essas popula??es representam esse objeto simb?lico e se relacionam com o mesmo. Buscamos, ainda, a partir da?, identificar elementos que facilitam ou obstaculizam o desenvolvimento de pr?ticas educacionais da EJA nas pris?es. Para tanto, utilizamos como fundamenta??o b?sica a teoria das Representa??es Sociais (MOSCOVICI, 1978; JODELET, 2001). Quanto aos aspectos metodol?gicos, o campo de observa??o restringiu-se ? Penitenci?ria Estadual de Alca?uz, Dr. Francisco Nogueira Fernandes e a principal fonte de coleta de dados foi a entrevista semiestrutura, utilizada com o apoio da t?cnica de associa??o livre de palavras e express?es, bastante empregada na pesquisa das representa??es sociais, seguida de um roteiro de quest?es diretivas. Dadas as condi??es de realiza??o da pesquisa de campo, que coincidiu com um momento de rebeli?es nos pres?dios, foram entrevistados apenas dez sujeitos, dentre os que tiveram experi?ncia com processos educacionais dentro da pris?o, n?mero que, no entanto, mostrou-se bastante adequado para os objetivos da pesquisa. A an?lise das entrevistas realizou-se com o apoio do m?todo de an?lise de conte?do, tomando-se como unidade de an?lise o tema e a constru??o de categoriais (BARDIN, 1977; FRANCO, 2005; OLIVEIRA, 1995). Os resultados revelaram a constru??o e compartilhamento, pelos sujeitos, de uma representa??o social predominante sobre a educa??o e a sua fun??o de guia para a a??o, indicando diferentes atitudes e prescri??es de comportamentos. Na polifasia dos conte?dos representacionais destaca-se a reprodu??o do sentido hegem?nico de educa??o e a prescri??o absoluta quanto ao seu papel redentor. Outros achados relativos ?s trajet?rias escolares, ?s particularidades dos processos educativos na pris?o e ? rela??o professor/aluno nesse contexto contribuem para enfatizar as particularidades dessa modalidade de educa??o e, ao mesmo tempo, refor?ar os achados difundidos pela literatura espec?fica sobre as diferentes formas de viol?ncia a que est?o submetidos os detentos e a aus?ncia ou fragilidade da interven??o estatal e da pr?pria sociedade tendo em vista assegurar a afirma??o de um direito t?o elementar como o acesso ? educa??o formal. / This research had as object of study the social representations on education built by young people and adults in situations of deprivation of liberty. We seek, therefore, to know how these populations represent this symbolic object and relate to the same. We seek also from there, identify factors that facilitate or hinder the development of educational practices of adult education in prisons. Therefore, we use as a foundation the theory of Social Representations (MOSCOVICI, 1978; JODELET, 2001). As for the methodological aspects, the field of observation restricted to the State Penitentiary Licorice, Dr. Francisco Nogueira Fernandes and the main source of data collection was the semi structure interview, used to support the technique of free association of words and expressions, rather used in the research of social representations, followed by a roadmap of policy issues. Given the conditions of realization of field research, which coincided with a time of riots in prisons, were only ten subjects interviewed, among those who have had experience with educational processes within the prison number, however, it proved to be very suitable for the research objectives. Analysis of the interviews was conducted with the support of the content analysis method, taking as unit of analysis the subject and the construction of categorical (BARDIN, 1977; FRANCO, 2005; OLIVEIRA, 1995). The results revealed the construction and sharing, the subject of a predominant social representation of education and their guide function for action, indicating different attitudes and behavior prescriptions. In polyphasia of representational content there is the reproduction of the hegemonic sense of education and the absolute limitation period for his redemptive role. Other findings related to school history, the peculiarities of educational processes in prison and the teacher / student relationship in this context contribute to emphasize the particularities of this type of education and, at the same time, strengthen the findings disseminated by the literature about the different forms of violence they are subjected to the detainees and the absence or weakness of state intervention and of society itself to ensure the assertion of such a basic right as access to formal education.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23706 |
| Date | 26 July 2016 |
| Creators | Freire, Francisca Daise Galv?o |
| Contributors | 10809520478, http://lattes.cnpq.br/4006015131926244, Melo, Elda Silva do Nascimento, 93881118420, http://lattes.cnpq.br/1296070757502494, Aguiar, Alexandre da Silva, 81381816720, http://lattes.cnpq.br/1732985241974213, Onofre, Elenice Maria Cammarosano, 02042638838, http://lattes.cnpq.br/9391211432183878, Oliveira, Hilderline C?mara de, 00066329477, http://lattes.cnpq.br/2137840381302297, Domingos Sobrinho, Mois?s |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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