PERPETUATING DEPENDENCES

An analysis of a social and educational after-school program at Pelotas, Rio Grande do Sul

Abstract

This article shows the findings of a study on pedagogical process that has been developed in the project named After-School Socio-educational Support (ASEMA), which takes place at Pelotas, Rio Grande do Sul state, Brazil. Interviewing social educators, that work as teachers, and analysing documents make clear that the pedagogical process foreseen by the ASEMA program works as a simulacrum of school. According to this study it has as a goal to set up powerful modes of control on the children who attends to ASEMA. It implies in keeping ties of dependence, in terms of power and control, between people and state.