Por que a polícia na escola? Análise do discurso de policiais militares que atuam na socialização de crianças e de adolescentes

Abstract

The research brings an institutional view of the Military Police of Minas Gerais on school violence, focusing on the discursive practices of police officers who work or have worked with the Educational Program for Drug Resistance (PROERD) offered to children and adolescents in different institutions of teaching. The study debates and invites reflection on conceptual problematizations regarding school violence, the socialization of children and adolescents and the presence of the police at school through initiatives such as PROERD. Using Foucault's methodology of discourse analysis, the thesis gathers and interprets testimonies of public agents obtained through semi-structured interviews and fieldwork that gave rise to a diary with other perceptions and statements of police officers and members of the school communities. The thesis shows, above all, scenarios of “radical inequality” amplified by the COVID-19 pandemic. Gaps or complete absence of public policies limit and expose incongruous and counterproductive spaces of action and speech. In addition, the context reflects the difficulties of a network logic among social actors, which put into question the effectiveness of PROERD, as a socialization instrument, based on normative discourses of social control. We also noticed internal disagreements about roles in schools. Some military personnel classify themselves as “pedagogues” and “teachers”, while others emphasize that the police officer does not perform this function, as he does not have training in this area. In the way it is used, the PROERD presents itself, in fact, as another presence of the State of social control that can sound like a repressive authority for many young people, despite the resourcefulness of the police in the classes and their investments in the socio-emotional issues of the public. of PROERD.