THE QUESTION OF CONTAINMENT

Abstract

The objective of this work is based on investigating the causes of the repeated use of the term "containment" in the speeches of the teachers of the schools that implement the Extended Day (JE) and indicated as prominent role assigned to these schools. In this sense, we are interested in analyzing the effects that this produces in school practices. Can be set as a hypothesis that there is certain naturalization in the use of the concept "containment" and under this we asked if there is potential for critical reflection on this use. It is pertinent begin to distort those discourses that contribute to the establishment of armed and differentiated circuits to the inside of the basic education and that considering as "democratization", producing a stigmatization of other poor, that only comes to deepen further the situation of social inequality in the that is. One of the trends is to associate school containment with control of the social risk, thinking to schooling as a safety device for urban, which brings back to the young people of the street and prevents the criminal potential of a social group; this association of school and crime prevention is very present and builds another meaning for the requirement of containment. It is necessary to work in ‘des-sedimentary’ these relationships introduced, i.e. generating an interrupt in the speeches that secure these relationships and establish a specific way to understand the relationship between education and poverty. At the level of the dispute and conceptual discourse is necessary to continue to deepen in the educational and its meaning in the current regional and national scenario, and an in-depth analysis, reflection and debate on the meaning, directionality and scope of the educational policies to develop, in key for equality and inclusion.