A lógica instituída do sistema socioeducativo: desafios e possibilidades de novas construções nos processos de formação

• Autor(a) principal: Nunes, Thereza Cristina da Silva
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14957
• topic: Socio-Educational System; Expanded Training; Contemporary Challenges; Legislation; Practices; Sistema Socioeducativo; Formação Ampliada; Desafios Contemporâneos; Legislações; Práticas; Educação; Rio de Janeiro (Estado). Departamento Geral de Ações Socioeducativas; Educadores; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS

The present study focuses on presenting and analyzing the extended staff development policy implemented in the State of Rio de Janeiro, at Departamento Geral de Ações Socioeducativas (DEGASE) by the Escola de Gestão Socioeducativa Professor Paulo Freire (ESGSE) . DEGASE is the public authority responsible for managing the state s juvenile confinement/detention centers in compliance with Brazil s national juvenile justice laws and regulations. This paper examines the ESGSE within its historical context from 2001, when it was created, to 2015, when there was a call for an interinstitutional collegiate at national level; during this time span the ESGSE has been going through a process of defining its organizational features as well as its pedagogical aims. Over the years ESGSE has been pinpointing strains, controversies and contradictions concerning both human and institutional relationships that happen within DEGASE s facilities in its daily routine in dealing with youth offenders, specially action constructs which confront the established regulations but that, often, are not registered, systematized nor shared. Although Brazilian law grants rights and establishes protection principles towards children and adolescents to make sure they are treated humanely, the practices and feelings produced reflect the contradictions of a society based on individualism and capitalism, which, in turn, define how this very society deals with, looks at and thinks of youth offenders. It is worth mentioning that, even in an environment where different ways of thinking coexist there is room for dialog, experience swapping, academic interaction with universities and critical theoretical perspectives of the various issues involving staff development. It is noteworthy the work that is being done at DEGASE, no matter how timidly or discreetly, it points, locally, towards staff development, preceding national policy deliberation on the matter and keeping track, in its development, with the Sistema Nacional de Atendimento Socioeducativo (SINASE) , as well as other laws and regulations intended to cater for the social actors who work in the socio-educational system. Addressing this question takes us to unveil a place/space called school limited by hegemony, but also strategic in that it mobilizes, instigates, questions, reaches the collective and presents us with questions for reflection about this complex, difficult and challenging policy