Desenvolvimento de escrita e leitura dos adolescentes em medidas socioeducativas em meio aberto
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Data
2022-01-11
Autores
Silva, Natália Gomes da
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Universidade Estadual Paulista (Unesp)
Resumo
A educação brasileira está permeada por diferentes e numerosos problemas estruturais, entre esses, a evasão escolar configura como um importante trauma a ser avaliado, uma vez que ela é fruto de negligências político-sociais que intensificam os abismos sociais. Partindo desse contexto, esta pesquisa é pautada na análise do fracasso escolar marcado nas trajetórias de adolescentes autores de atos infracionais. Nesse sentido, o objetivo foi analisar as dificuldades escolares, em específico a leitura e escrita, desses sujeitos que se encontram cumprindo medidas socioeducativas em meio aberto. A metodologia aplicada foi de cunho qualitativo e as ferramentas utilizadas para coletar os dados foram: entrevista semi-estruturada e pesquisa-ação. Dessa maneira, foram realizados encontros semanais e individuais com os participantes, desenvolvendo atividades interventivas cuja meta era analisar a escrita e leitura, ao mesmo tempo em que se contribuía com o processo de aprendizagem desses jovens. Nesse contexto, ao analisar os dados obtidos foi possível traçar relações entre os problemas estruturais da educação e a defasagem do ensino-aprendizagem dos jovens em cumprimento de medidas socioeducativas, constatando assim a negligencia política nos resguardos aos direitos à educação e a permanência escolar, mas também da efetivação desse direito. Ademais, as notórias dificuldades de escrita e leitura identificados corroboram com as ideias que relacionam o pertencimento dos sujeitos ao âmbito estudantil e à falta de estrutura pedagógica que possibilite a construção educacional dos indivíduos.
Brazilian education is permeated by different and numerous structural problems, among which school dropout is an important trauma to be evaluated, since it is the result of political and social negligence that intensifies social abysses. Based on this context, this research is based on the analysis of school failure marked in the trajectories of adolescent offenders. In this sense, the objective was to analyze the school difficulties, specifically in reading and writing, of these subjects who are serving open social-educational measures. The methodology applied was qualitative in nature and the tools used to collect data were: semi-structured interviews and action research. Thus, weekly individual meetings were held with the participants, developing interventional activities whose goal was to analyze writing and reading, while contributing to the learning process of these youngsters. In this context, by analyzing the data obtained, it was possible to trace relations between the structural problems of education and the teaching-learning gap of young people under socio-educational measures, thus verifying the political negligence in the protection of the rights to education and school permanence, but also the effectiveness of this right. Moreover, the notorious difficulties in writing and reading identified corroborate the ideas that relate the subjects' belonging to the student environment and the lack of pedagogical structure that enables the educational construction of individuals.
Brazilian education is permeated by different and numerous structural problems, among which school dropout is an important trauma to be evaluated, since it is the result of political and social negligence that intensifies social abysses. Based on this context, this research is based on the analysis of school failure marked in the trajectories of adolescent offenders. In this sense, the objective was to analyze the school difficulties, specifically in reading and writing, of these subjects who are serving open social-educational measures. The methodology applied was qualitative in nature and the tools used to collect data were: semi-structured interviews and action research. Thus, weekly individual meetings were held with the participants, developing interventional activities whose goal was to analyze writing and reading, while contributing to the learning process of these youngsters. In this context, by analyzing the data obtained, it was possible to trace relations between the structural problems of education and the teaching-learning gap of young people under socio-educational measures, thus verifying the political negligence in the protection of the rights to education and school permanence, but also the effectiveness of this right. Moreover, the notorious difficulties in writing and reading identified corroborate the ideas that relate the subjects' belonging to the student environment and the lack of pedagogical structure that enables the educational construction of individuals.
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Adolescentes, Medidas socioeducativas, Dificuldades de aprendizagem, Escrita, Leitura, Adolescents, Socio-educational measures, Learning difficulties, Writing, Reading