Banca de DEFESA: JEANE BANDEIRA DA SILVA

Practices of Letramento no sistema socioeducativo: um estudo no CASE Pitimbu.

KEYWORDS: Literacy. Literacy Practices. Socio-Educational System.

ABSTRACT


Brazil’s socio-educational custodial system serves a significant number of the teen-aging incarcerated population in Rio Grande do Norte, ranking 4^th in country with 1.606 educatees. SINASE, Brazil’s Socio-Educational Service System, implements and supervises policies plus specific programs consisting of pedagogical measures aiming to prevent short and long-term recidivism.  SINASE’s guidelines state that socio-educational schools have the purpose to provide educatees an environment that promotes critical thinking and social reintegration. Following such guidelines,  it is  understood that critical thinking is a byproduct of literacy practices such as writing and in order to comprehend how such practices are effectively  run within such system, a field research was done  at CASE Pitimbu (Social Educational Interment Center of Pitimbu), located in Natal, Rio Grande do Norte, having three specific goals: (I) identify what the social function of writing practices is for inmates at CASE Pitimbu, (II) observe how the literacy practices developed at CASE Pitimbu are consonant with the unit’s Pedagogical Project Policies and (III) analyze whether applied literacy practices developed through a critical-thinking/emancipatory perspective contributes to  reeducate inmates at CASE Pitimbu. From a methodological standpoint, this is an interpretivist and qualitative research based on ethnographical approach in the field of Applied Linguistics. From all data, generated from 2021 to 2022 at CASE Pitimbu, sources were analyzed in consonance with theoretical discussions and approaches related to the object of study by crossing field notes, document data and inmates' reported experience.  Initial results show the existence of gaps between socio-educational models and the literacy practices adopted by the institution, which also demonstrates that emancipatory/critical thinking methods have not been yet fully carried out thus possibly preventing a total social reintegration of inmates. We can also observe the need to amplify discussions about the socio-educational custodial system schools and their social role, understanding it is possible to develop literacy practices corresponding to the needs and demands of each school and , eventually,  provide educatees a proper opportunity to fully reintegrate society.