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.
|
