Entre a reclusão e o ensino: representações identitárias na escrita de detentos alunos

Abstract

The Average Security Prison of Três Lagoas-MS has the role to keep the inmates in custody to serve his sentence in an attempt to re-educate them, and they intend to achieve this through the school that operates within the institution. Thus, this work has as general objetive contribute to their formation a s regards the practice of written language and preparing to return to the labor market and as specific objectives: a) interpret the sayings of the inmate-student of the school of Três Lagoas-MS penitenciary in order to describe how he sees himself and how he sees the other, and b) analyze how manifest marks of resistance in the relationship to know -power in the prison context. Assuming Foucault that where there is power there is resistance, we hypothesized that students are resistant through victimization, the subjection, the guilt and transgression. Accordingly, we start with some anxities: How to manifest the marks of resistance in written text of this inmate? To what extent the power of the prison and the school has full control over them? Do these students study subjects, because the sentence penalty (game of interest) or the desire to improve their lives? We adopt the method archaeo-genealogical Foucaultian, so this research characterizes the perspective discoursive. Data collection was performed through written productions, developed by internal-students based on discussions of various topics. This research supports on theories of discourse analysis with some contributions of Applied Linguistics and is substantiated by CORACINI (2003a), to address issues of education, and identity and interpretation; Orlandi (2007) to discuss about brands of muting with the support of the philosophical issues of Foucault (2010a), to address the relations of powerknowledg and resistance. As for the results, meaning effects emerged that the student resists through victimization and subjection, justifying their acts predominantly by religious discursive formation. Representations are an attempt to "subjection" to the power of the institution, as they want to be represented by another as good and recovered, enunciating through FD and FI concerned with the institution. And there were also speechs of guilt and transgression that takes their mistakes one and agrees to be punished, take responsibility on for their actions, have no fear of punishment by the power of the prison and the school. Thus, we dare say that the subject inmate is fragmented by the power relations that are imposed, constituting their identity through various voices, which characterizes the dispersion of the speech because he speaks as a student, while regretting, as well as recovered worker, winner, stating discourses that often do not believe but use to suit the order of power. This dissertation is divided into three parts: the first presents the theories, concepts that underlie research and analysis, such as representation, discourse, knowledge-power, discursive formation, in the second part, we bring the conditions of production speech (data on penal institution and teaching and a historicization of prisons) and the methodological procedures (such as the corpus was established), and the third raised the analysis of the texts produced by the students divided into two themes: speech generating effect sense of victimization and subjection speeches and-effect sense of guilt and transgression.