Psicologia e socioeducação: práticas, perspectivas e possibilidades

• Autor(a) principal: Mayer, Andressa Sauzem
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/18841
• topic: Psicologia; Práticas psicológicas; Medidas socioeducativas; Políticas públicas; Psychology work; Psychological practices; Socio-educational measure; Public policy; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

Psychological practices have historically permeated institutionalizing interventions for juvenile offenders. With the legislative changes for children and adolescents next to the theoretical-ideological transformations of Psychology, the field of Socioeducation enters. This study aims to understand the work and professional practices of psychologists in this context. The research was carried out by 11 psychologists who worked and worked in the open and closed media with adolescents in compliance with socio-educational measures. Interviews were conducted, qualitatively analyzed according to the content analysis. The data presented the psychologist as a worker; questioning the place that Psychology occupies in Socioeducation as a policy under construction; in view of the academic formation and the relation between theory and practice; considering the perceptions and subjective perspectives of psychologists in this context. The psychological practices highlight the creation of a space of subjectivation for the adolescent and the construction of a therapeutic bond. The challenges of socio-educational interventions and the possibilities of using different potentially innovative methodologies are perceived. The relationship between Psychology and the effectiveness of socio-educational measures is problematic. It is understood that the psychologist's work with socio-educational measures requires constant technical-theoretical as well as ideological reflections. Recidivism rests on the adversities of malfunctioning, given the possibility of standardization of psychological interventions, but also on the conditions and resources that subsidize the performance of these practices. The importance of the psychologist in Socioeducation is emphasized, besides understanding the complexity of this phenomenon and the articulation of multidisciplinary and intersectoral strategies.