Políticas educacionais e desigualdade social no Brasil: desafios à inclusão social de adolescentes autores de atos infracionais

• Autor(a) principal: Moreira, Ivana Aparecida Weissbach
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/1884
• topic: Educação e Estado; Igualdade; Integração social; Adolescentes - Conduta; CIENCIAS HUMANAS::EDUCACAO

This thesis was developed under the Graduate Program of Universidade de Passo Fundo in the field of Educational Policies and it discusses socio-educational and educational policies in the social inclusion of adolescents who have practiced offensive conduct. The research sought to answer two questions, namely: what are the advances and the limits of educational policies in the social inclusion of adolescents who are the perpetrators of infringing acts in th e Brazilian socio-cultural, political and economic context? How do socio-education policies articulate with educational policies aimed at the emancipation of adolescents? The overall objective was to analyze the socioeducational policies of inclusion of such adolescents in Brazilian society, noticed by profound contradictions and socioeconomic inequalities. The specific objectives were: a) to contextualize the socioeconomic, cultural and political contradictions in formation of Brazilian society; b) to ana lyze social policies and social programs related to the perpetrators of infringing acts implemented in Brazil until the universalization of social rights with the 1988 Constitution; c) to deepen how socioeducational policies focused on adolescents who commit offenses contribute to their inclusion and citizenship. Qualitative research was anchored in the dialectical method, especially in the contradiction category. It relied on bibliographic production, legislation and documents, as well as statistical data on adolescents who committed offenses. The first chapter, “Contradictions in the Formation of Brazilian Society: Inequality and Exclusion”, had the contributions of Florestan Fernandes, Jessé Souza and Pierre Bourdieu, authors who help in understanding how class formation in Brazil segregated social groups and denied them the right of citizenship. The second chapter, “Social Policy in the Context of Inequalities in Brazil”, is a retrospective of social policies in Brazil, especially those aimed at the adolescents perpetrators of infringing acts throughout Brazilian history until the universalization of social rights with the 1988 Constitution. Besides the legislations, this chapter had the contributions of Potyara Pereira, Vicente de Paula Faleiros and Irene Rizzini. The third chapter, “Educational Policies as the Right to Citizenship of Adolescent Offenders,” analyzed data on Socio-educational Care (SINASE), the SUAS Census, and the School Census of Basic Education, on socio-education and educational policies aimed at adolescent perpetrators of infringing acts. The research showed that SINASE (2012) proposes an emancipating pedagogical perspective in opposition to the dominant policies in Brazilian history of punitive and criminalizing nature of poverty. This discussion relied on the contribution of Miguel Arroyo and Paulo Freire. The research concluded that many challenges remain for socio-educational policies arising from the contradictions still present in Brazilian society. It also shows the resistance to overcome a punitive pedagogical perspective and guarantee rights and citizenship to adolescents. There are still structures that reproduce socioeconomic and political inequality and have a profound impact on the lives of children, adolescents and young people. Hence the need to break with the discourses that only criminalize adolescents for infringing acts, disregarding socioeconomic and cultural conditions in which they are inserted, as well as the contexts of vulnerability that deny the right to quality education, housing, adequate food, health and safety. In short, the thesis points to the challenge of socio-educational policies not to being focused, but articulated to educational processes and educational policies.