GRITAR COM O CORPO, SILENCIAR COM A ESCOLA: A MATERNIDADE PRECOCE COMO DISPOSITIVO DE EVASÃO E APAGAMENTO DE ALUNAS INVISIBILIZADAS

Abstract

This research investigates how early motherhood operates as a device for school dropout and institutional erasure of adolescent girls in socially vulnerable contexts, highlighting the pedagogical, institutional, and discursive mechanisms that silently produce exclusion. The study adopts a qualitative approach and is based on critical bibliographic review, engaging with intersectional studies, theories of fundamental rights, and epistemologies of popular education. It examines how the school functions as a disciplinary apparatus that fails to recognise early motherhood as a legitimate formative experience, reinforcing silencing practices and individual accountability. The findings indicate that by disregarding the specific trajectories of school-aged mothers, the educational system deepens structural inequalities and normalises dropout as an acceptable outcome. The research shows that early pregnancy, placed on the margins of public policies and school culture, disrupts normative patterns of educability and is treated as deviant rather than as a subject of rights. The analysis also identifies autonomous educational practices and community-based knowledge as forms of resistance and re-existence developed by these young mothers, even under institutional surveillance. It concludes that school dropout linked to early motherhood results from an exclusionary political-pedagogical project, rooted in the denial of corporeal and narrative plurality within education. The study suggests that rebuilding educational justice requires acknowledging teenage motherhood as a legitimate part of the right to education, challenging the normative boundaries of school policy and public management. This research contributes to the critical advancement of debates on school permanence, equity, and emancipatory educational policies.