Filosofando entre muros: o ensino de filosofia como instrumento de ressocialização com jovens em privação de liberdade

Abstract

When thinking about the teaching of philosophy, it is often not taken into account that its concreteness is beyond regular schools and higher education institutions. In reality, for many, it is unknown to the information that this teaching also permeates spaces where people are deprived of liberty, either in Prison Units or in SocioEducational Measures Units, since these units must obligatorily mediate access to formal education. Given this context, the discussion built in this work aims to identify how the teaching of Philosophy, from a dialogical perspective that leads to the exercise of philosophizing, can contribute to the re-signification of the re-socialization process of young people who are deprived of liberty in Socio-Educational Centers , located in Fortaleza. Based on this proposition, the general objective of the research is to analyze the teaching of Philosophy as a mediation instrument for the process of resocialization of young people in situations of deprivation of liberty in SocioEducational Centers, whose specific objectives refer to understanding the main aspects that form the Socio-Educational System in Ceará; identify the teaching of philosophy as a mediation instrument for the critical formation of young people in situations of deprivation of liberty and discuss the importance of dialogicity for the teaching of philosophy in this context. To develop this purpose, the research was structured in three parts, the first chapter, entitled “Socio-educational System: legality and context(s)”, whose formation of the Socio-educational System in Brazil is objectively presented, to then reach the scenario of Socio-Educational Centers in Ceará. In addition, throughout the subsections, the sharing of information will go through the main characteristics in relation to the provision of education for young people deprived of liberty. The second chapter, “Research consubstantiation: methodology and the impasses of bureaucratic issues”, refers to the exposition of methodological elements and bureaucratic impasses that involved the practical application and the research subjects, as well as the institutional impositions that make this work not only a roadmap for the development of other research, but mainly to understand the specificities that involved the perspective on the way in which the classes were carried out, the resources used and the results obtained, because even if these are apparently simple, they are permeated with meanings, efforts and perspectives. With regard to the third chapter, called “Philosophy and resocialization of young people deprived of liberty: the application of the research and the analysis of the data”, in addition to sharing real circumstances under which the practical application of the research was carried out, were presented and analyzed qualitatively the data collected through the application of two survey questionnaires with the participating adolescents about the knowledge in relation to the philosophy and its functionality. In the last section, “The teaching of philosophy and its possibilities”, the discussion deals with the teaching of philosophy contributing, through the exercise of philosophizing from the perspective of dialogicity, to the resignification of the re-socialization process from the development of critical thinking of the young people who are in the Socio-Educational Centers.