Entre muros, só nos resta o céu: ensino de História, professores e adolescentes privados de liberdade

Abstract

What are the (im)possible openings of history teaching in the school context of the freedom-depriving socio-educative assistance realized by Funase? The present research sought to investigate how history teaching mobilizes teaching conceptions in the socio-educative measure of internship. It was considered as a starting point the contribution of an education for and with the human rights, having in sight the necessity of ensuring the respect to the different living and being ways of teenagers with whom the law conflicts with. To explore those (im)possibilities, we used as a base a socio-educational assistance internship center from the socio-educative assistance foundation of Pernambuco (Funase), the “Case Jaboatão”, besides investigation that contemplated the analysis of the order of the pedagogical speech of educational documents and interviews with history teachers. The socio-educative measures characterizes as a public policy of assistance and accountability of teenagers who committed infringing acts. While fulfilling internship socio-educative measures, the right to education is a reaffirmed prerogative by the legal provisions present in the “Estatuto da Criança e do Adolescente” (1990) and law 12.594/2012, that instituted the National socio-educative system. Thus, it is the history teaching’s role to build a pedagogical practice directed to guarantee this right. However, more than that, the present research concluded that the relation between history teachers and teenagers from “Case” are beyond legal formalities. The same happens to teaching conceptions: sometimes, seated like walls, sometimes, flirting unexpected tremors.