Pedagogia jurídica: a atuação de pedagogas nas equipes multidisciplinares do fórum da infância e juventude de João Pessoa-PB

• Autor(a) principal: Carvalho, Sara Barros Monteiro de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/24050
• topic: Pedagogia Jurídica; Pedagogas; Justiça; Direitos humanos; Legal education; Pedagogues; Justice; Human rights; CNPQ::CIENCIAS HUMANAS::EDUCACAO

In view of the new pedagogical configurations that are installed in different social spaces, the Pedagogue has assumed the demand for action in the legal field, aiming to preserve the state of development of children and adolescents in the process of protection and promotion of rights and duties, specifically after the enactment of Law n. 8,069, of July 13, 1990, which constituted the Child and Adolescent Statute (BRASIL, 1990). In this way, the present research is structured around the objective of investigating the conceptions and processes of action of five Pedagogues with the multidisciplinary teams of the João Pessoa-PB District of Childhood and Youth, unfolding reflections on an emerging perspective of concepts and practices currently recognized as Legal Pedagogy, a scope of non-school pedagogical work that instigates the resignification of what is understood by Pedagogy and the profession of Pedagogue. We use as theoretical basis the studies of researchers such as Rizzini and Pilotti (2011), Pimenta (1996; 2002), Libâneo (1998; 2005; 2006), Severo (2015; 2016; 2017; 2019), Melo and Santos (2015), Saviani (2007), Padilha (2008), Moura and Zucchetti (2006; 2019), Moura, Zucchetti and Menezes (2014), among others. The research was developed in a qualitative approach, inspired by a constructivist epistemology based on Symbolic Interactionism, based on Blumer (1986). As a strategy for data collection, the semi-structured interview was used, adopting for its interpretation the method of Content Analysis (CA), according to Bardin (2011). The results presented show that the interviewees' practice practices have a social bias, seeking to develop with the parties (litigants and litigants) of the lawsuits a learning process through a reflection or pedagogical mediation, using, for this, instruments such as a script interviews, questionnaires, opinions and reports, which facilitate the production and organization of information necessary to support the legal conduct involving each analyzed situation, among other actions of an educational nature developed extra-procedural. In addition, an assessment of the training received by the interviewees in relation to the Pedagogy degree course was presented, with a lack of knowledge about the theme of Non-School Education being indicated, in addition to the lack of experience in this area, a fact that hindered the initial performance of interviewed in the Justice space. Another relevant fact is the institution's lack of administration in order to train professionals to deal with the demands received. Although they recognize the pedagogical specificity of their professional practice, the interviewees highlight challenges to legitimize themselves in multidisciplinary teams, signaling ways to strengthen the space for the performance of pedagogues in the judicial sphere.