The scholar education and the process of marginalization of the attended by House Foundation in Sorocaba region, SP

• Grant number: 11/23711-4
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: March 01, 2012
• End date: December 31, 2013
• Field of knowledge: Humanities - Education
• Principal Investigator: Marcos Francisco Martins
• Grantee: Julio Cesar Francisco
• Host Institution: Centro de Ciências e Tecnologias para a Sustentabilidade (CCTS). Universidade Federal de São Carlos (UFSCAR). Sorocaba , SP, Brazil

Abstract

This study aims identify the relation between the marginalization process by the attended people for House Foundation (Sorocaba - SP) and the scholar education. The justification for the research is that this investigation deals with a problem of extreme relevance and that impact in a poor population that is socially and culturally marginalized: the involvement of a growth number of adolescents with infraction acts. So, the research will try to understand the incidence of scholar abandonment as one of the factors that stimulates the conflict with the law and the results of educative process developed during the period that the adolescents are submitted to socioeducational process. The objective does not restricts to know the educational reality of the adolescents, but even more, propose alternatives, using as reference the educative perspective and the social coexistence indicated by the state of child and adolescent. It is foreseen the use of the following steps: visits in loco for the House Foundation of Sorocaba - SP, the collet and analysis of documents of the Foundation House, search of the data of SINASE, interview with the adolescents that are in socioeducational standard and still with the educators. It will be necessary, too, continue the realization of bibliographical research, looking for identify the contribution that the production of the area of non-formal education can bring to the process of interpretation of the data and the proposing alternatives. For the production of the research, it was used, besides the actual legislation, some other theoretical references: SILVA (2003); BECKER (1997), ZALUAR (1994), MERTON (1967) e GOFFMAM (1981), that contributed with the conception of the marginalization process. Still, Dermeval Saviani, in the book School and Democracy (1983), is taken as an author who shows how the organization and operation of the school interfere in this matter, and Maria Lucia de Arruda Aranha (2006), in Philosophy of Education, provides the characterization of the major movements of progressive pedagogies, which arise as alternatives in the face of other non-progressive educational theories, particularly regard to the relationship between education and social transformation. The references used reveals the psychological, sociological and pedagogical perspective of the complexity of the adolescent involvement with the infraction act, the stigmas reproduced and that is attributed in a pejorative way, and the way as the educative theories conceives the function of the school and your relation with the factors of marginalization.