Banca de DEFESA: ALLAN ALVES DA MATA RIBEIRO

THE "LOCKS": (Re)Teaching History and gender relations as appropriate socio-educational hospitalization in Pernambuco (2012-2022)

Gender relations. History teaching. Socioeducation.

lization. As a research field, we selected the classrooms of a public school
within the Centro de Atendimento Socioeducativo e Centro de Internação Provisória
de Arcoverde (CASE/CENIP Arcoverde) – located in the backlands of Pernambuco
and designated for cisgender adolescents and young people, aged between 12 and
18 years old. As sources, we selected regulations that guide school education within
the scope of socio-educational measures in the State of Pernambuco: Resolution no

119/2006 of CONANDA and Law no 12,594/2012; Pedagogical Proposal for Socio-
Educational Service Centers (CASEs) and Normative Instruction SEE/PE no 06/2012,

published in the Official State Gazette; FUNASE Political-Pedagogical Project; Annual

Operating Plan (POA/2020) of CASE/CENIP Arcoverde. We also propose semi-
structured interviews (GASKELL, 2003) with technical, school and socio-educational

teams. Following the health protocols established due to the COVID-19 pandemic, the
interviews were carried out via digital platforms. Considering the masculinities and
femininities (cisgender/transgender) inscribed in school history teaching in prison
classrooms, we start from the theorization proposed by Joan Scott (1995). We are
even closer to the intersectional debate. Coming from black feminism, intersectionality
operates in the convergences and rearticulations between markers of gender, class
and race (AKOTIRENE, 2018; CRENSHAW, 2002). In deprivation of freedom, bodies,
genders and sexualities were subject to regulation. The term “lock”, used by
adolescents and young people to refer to the space of deprivation of freedom (SILVA,
2020), in the present research, designated different knowledge and practices of
control, surveillance and declassification – normative “locks” of gender and sexualities
that destabilized the guarantee of individual and social rights. From the service
perspective proposed by SINASE (CONANDA Resolution No. 119/2006 and Law No.
12,594/2012), reflections and teaching practices attentive to gender asymmetries are
strategic for school and socio-educational actions committed to promoting rights and
confronting inequalities. We defend intersectional approaches to gender as a right and
condition – but not the only one – in guaranteeing the right to school historical
knowledge and respect for differences.