Compreendendo as contribuições do currículo escolar para o processo de ressocialização das socioeducandas do centro de atendimento feminino

Abstract

This Course Completion Work (TCC) presents the contributions of the school curriculum that is set and structured for the resocialization of the socio-educational students of the Centro de Assistência Socioeducativo Rita Gadelha. The school curriculum is a significant and complex document, its preparation is not neutral, therefore, it involves political, economic, social, cultural issues, among others (SILVA, 1999) constitutes an important object for educational institutions, as it is guiding and guides the pedagogical and curricular practices of teachers (MACEDO; LOPES, 2011) and for this reason has been the subject of many studies and debates by researchers in the national and international context. The investigation sought to answer the following problem-question: Does the school curriculum proposed by the Rita Gadelha Socio-Educational Center contribute to the resocialization of socio-educational students? In order to answer this question and reach the general objective, we list the following specific objectives: a) To know the legislation that guarantees education for young people in deprivation of liberty; b) Understand how Integral Education was built for young people deprived of liberty in the State of Paraíba; and c) Identify how practitioner-thinking subjects subvert the curriculum by weaving new knowledge. For that, we carried out a literature review with the purpose of understanding the theme, a documentary research, as it allows the researcher to access a wide variety of data and involves, in addition to written documents, such as legislation, guidelines, etc., (GIL, 2008), of a qualitative nature, in which the meanings, motives and beliefs of the subjects are possible for interpretation (MINAYO, 2008; MOREIRA; CALEFFE, 2008), through field research carried out in the PIBIC project “The educational networks present in the socio-educational system: The practical policies that subvert and build the curriculum of Integral Education in Paraíba on a daily basis”, through interviews with a pre-structured script so that it was possible to understand and to know the pedagogical and curricular practices, the know-how involved, in the classroom of thinking practitioners; The narratives of the thinking practitioners were interpreted based on/from/with everyday life, which, according to Rocha et al (2022), enables researchers to look beyond what is proposed in the school curriculum through the tactics and strategies of everyday know-how. From the narratives, it was possible to observe that the practicing subjects, in this case the teachers, are endowed with the arts of making to be able to provide knowledge and meanings through what the curriculum is set and structured for the socio-educational students. We conclude that, in the pedagogical practices of thinking practitioners, the perspectives that the school curriculum that is set and structured is not produced for socio-education prevail, in this case, the curriculum was not produced to meet the needs, individualities and singularities that exist within that institution, because the school curriculum as it arrives for them, for the most part, cannot be put into practice. In this way, the narratives presented by the teachers show recontextualized, re-signified thinking practices that go beyond the limits imposed by the school curriculum based on the creative power of the subjects who work in/of/with the daily life of socio-education, thus constituting a hybrid curriculum.