A ESCOLARIZAÇÃO NA SOCIOEDUCAÇÃO SOB A ÓTICA DOS ADOLESCENTES QUE CUMPREM MEDIDA DE INTERNAÇÃO NA CIDADE DE PONTA GROSSA - PARANÁ

Abstract

The main objective was to analyze the academic experiences of these adolescents before and during the internment period. It is reasonable to assume that their right to education was violated both by their families and the State, as most of these adolescents exhibited educational gaps upon entering the socio-educational system. Based on the understanding that the right to education must be guaranteed in its entirety, the following research problem was formulated: Under what circumstances did school abandonment occur, and how does the adolescent perceive school within the socio-educational system while undergoing internment? Methodologically, the research adopts a qualitative approach, conducted through data collection via semi-structured interviews, emphasizing the analysis, understanding, and interpretation of the study object through literature review. The theoretical framework of the study is grounded in authors such as Freire, Costa, and others who share the nterrelationship between worldview, human nature, and education as theoretical foundations. The results of the analysis, as expressed by the youths, reveal the significance of educational processes, the experience of undergoing socio-educational measures involving liberty deprivation, and suggest paths that can contribute to the development of alternatives that resonate with their daily lives, expectations, and interests, aiming at overcoming challenges and redefining their lives. In the first chapter, the research began by addressing the historical evolution of the role of children and adolescents in society until the promulgation of the Constitution in 1988. The second chapter defined the doctrine of integral protection and highlighted the protective measures for adolescents outlined in the ECA (Child and Adolescent Statute). The third chapter discussed the operationalization of the National Education Base and SINASE as guarantees of free and universal access to education. The fourth chapter presented the methodology used through semi-structured interviews, and in the fifth and final chapter of the research, the results of the analyses and their implications are discussed.