Discursividades sobre a escola no âmbito da prisão: das enunciações dos sujeitos envolvidos

Abstract

This dissertation problematizes the discourses initiated by prison agents, students (re)students and teachers acting in the field of education developed in the context of deprivation of liberty, More specifically at the State College Dream of Liberty that is within the Criminal Treatment Unit Barra da Grota in Araguaína, Tocantins. We will show, analytically, how the school, in this context, responds about its (im)possibilities given the discursive outlines that (en)form the responsibility of the effective guarantee of the right to education to the arrested person. Para tanto, mobilizo a Análise de Discurso de linha francesa e de base peuchetiana, a partir dos conceitos de discurso “efeito de sentidos entre interlocutores” (PÊCHEUX, 1969) e discurso enquanto “estrutura e acontecimento” (PÊCHEUX, 1983)as a theoretical basis for analyzing and problematizing the discourses enunciated by the subjects involved in the education of the arrested person. Besides the Discourse Analysis, we made an incursion into the linguistics of the enunciation of Emile Benveniste to understand the enunciative process and the relationship of the speaking subject with the world, with the real, because the subject is in and through speech. The theory of enunciation has enabled us to think the language from its outer prism – as well as AD –, and relations (inter)subjective subjects in society and what they mobilize in terms of language to say about themselves and their reality. The methodological perspective used was the case study. It allowed us to explore, describe and interpret the speeches of the participants of this research in a more focused way and under various techniques. As a material basis for the analysis, we take the speeches enunciated by the participants of the teaching and learning process of the State College Dream of Liberty. And through the intertwining of the reality experienced together with a conceptual discussion, we aim to understand above all the senses that were made available by the participants at the moment of discursive enunciation. The results showed that the school in prison focuses, before the educational proposal, the resuscitator project since it is involved in the major objective of ideological formation “punitivo-restaurativa”. Moreover, the discourses analyzed showed that what (not) the school can in the context of prison depends on what the prison system understands as safe for all and as the right to be guaranteed to the prisoner. In this case, the school can (re)educate and (re)socialize, while not doing them when education is understood as a benefit and not a right of the trapped person.