Socioeducação e inclusão: a produção de sujeitos no centro atendimento socioeducativo de Santa Maria/RS

Abstract

The analyses undertaken on these research aims to problematize the subject production in the Center of Social and educational Service of Santa Maria / RS, its effects and the subjectivation that happens on rings with the school inside of the unity. The research was development in the Research Line in Special Education, on the context of the Cultural, Education, Difference Research Group – DEC/UFSM/CNPq. Inspiring theoretical and methodologically on Foucault’ studies on education, and considering that we are constitute in and by social discourses intersected by power relations; I organized the analytical materiality in two groups. In the first, official documents that guide and lead practices operated in the Center; and in the second, the material produced by the students/minor offenders in the workshops that occurs in scholar space. In undertaken analyses, I observe two enunciative movements, firstly the disciplinary practices operated in the Center, which happens between vigilance, correction and punishment. In addition, advisement of socio-education as a social inclusion policy in order to resocialize the minors for returning to society securely, without putting yourself and the community at risk. These movements intends to adjust such subjects to neoliberal logic – the current lifestyle. In this plot as a mandatory practice within system, the school education must establish links to operate practices that adjust subjects to social requirements. What became evident in the second moment, where techniques of self occurs in the order of subjects conversion from confession practices, along the lines of Christian precepts that dictate our ways of being. It confessing to renounce yourself, it subjecting within these moral order imposed. In the same time, I observe these techniques of self turns possible an ethical exercise of subject on yourself by practices of freedom, depending on how it are mediated, showing that there are potency to oppose this neoliberal lifestyle, which keeps them inside a state of permanent abnormality. Considering that it is difficult maintain itself in the networks of production and consume, when the State disclaims responsibility and start not to invest in public policies that gives these abnormal people effective conditions to participate in that lifestyle. In these sense, I defend school as a potential space, when it suspends itself from utilitarian uses and open itself besides curriculum, giving space for practices that happens in workshops and potentiates a critical-reflexive exercise in its students, by placing them to experience themselves in an ethical way, thus being able to choose other modes of existence.