Centro Socioeducativo Padre Cícero: O Adolescente Privado de Liberdade e sua Relação com a Escola.

This article analyzes the relationship with school of adolescents deprived of liberty at the Padre Cícero Socio-Educational Center, in the city of Juazeiro do Norte - Ceará, from the perspective of Bernard Charlot's Theory of Relationship with Knowledge (2000, 2005, 2009, 2013), seeking to understand how these young people experience the educational process in a context marked by restrictions and vulnerabilities. The article aims to analyze how adolescents relate to school and what meanings they attribute to it. Initially, we will approach SINASE (National Socio-Educational Assistance System, law 12.594 of January 18, 2012), then we will outline a socioeconomic, family, and school profile of the inmates. In the next point, we will analyze the senses/meanings that these adolescents attribute to school. To achieve the proposed objectives, we used documentary research as theoretical-methodological resources with the analysis of national and state legislation on the subject. Within the scope of qualitative research, the application of knowledge balance instruments and semi-structured interviews were used for data collection. The time frame for data collection was carried out in the second half of 2022 and the first half of 2023. The analysis allowed the researchers to conclude that, despite all the situations of vulnerability, adolescents, for the most part, attribute to school the fundamental means for positively changing the context in which they live. However, it was also noted that some people do not see this change through this alone, highlighting the need/usefulness of school learning to obtain work/employment. [ABSTRACT FROM AUTHOR]