A experiência da internação entre adolescentes: práticas punitivas e rotinas institucionais

Abstract

I seek to investigate how the confinement experience as means of punishment is structured. Through fieldwork in FundaçãoCASA units I aim to understand how the institutional practices and routines are in relation with conceptions of juvenile justice and the way it defines the experience of juvenile inmates. The research was based on visits to a juvenile detention center and interviews with inmates in a semi-liberty unit with "progressive measure". The institution is analyzed through the concept of total institution, which allows one to reflect on how its elements communicate meaning and information which, in turn, act upon the inmate and serve as a guide for his behavior. The juvenile's behavior and interactions were interpreted not as consequence of their personality or life course, but instead, as resulting from the punishment experience and the socialization of the environment. The tension between educational and repressive ideas of punishment, typical of juvenile justice, was central to the legislation and institutional practices. On one side, educational views have more legitimacy and, based on the not-yet-person status of juveniles, integrates the institution's official aims and intended effects. This view manifests itself in the attempt to change the juvenile through the "Individual Accompaniment Plan". On the other side, based on the "imminent danger" of dealing with "criminals", the security procedures of the institutional routine also inform the inmates of an "imminent danger". The conflictive process in trying to protect one's self from prescribed definition is accompanied by tensions in relating with those whose definition also results from the information associated with belonging to an institution meant for dangerous individuals. To avoid the becoming of such danger, there is an increase in rules for conduct that may regulate these interactions and thus, guarantee predictability.

Vidas entrelaçadas pela invisibilidade social: a formação da identidade docente no contexto situado da socioeducação

“…Não obstante a organização desses livros, em uma análise não sistemática, é possível identificarmos pesquisas realizadas na pós-graduação stricto sensu contemplando as respectivas áreas do saber: Educação (Dias, 2007;Quinelatto, 2015, Conceição, 2017b), Teixeira, (2009, Educação Física (Müller, 2017;Oliveira et al, 2020), Sociologia (Almeida, 2010, Rolim, 2014, Teixeira, 2015, Rovaron, 2017, Antropologia (Moreira, 2011). Nesse texto, direcionamos o olhar às pesquisas que refletem acerca da educação e os(as) agentes envolvidos(as) diretamente com o processo educacional escolar.…”

Adolescents in Conflict with the Laws in São Paulo - Brazil: the Social Practices and Their Educational Processes

“…The measure of detention consists of principles that are complementary and are based on the premise that the educational process, in compliance of the measure, must consider brevity as a prerequisite. The teenager should not remain for long periods in custody, having in mind that the environment is constituted as dangerous because the practices and safety procedures of the multi routine confirm an imminent danger, to the servers and also for teenagers who experience a conflictual process of trying to protect against power relations that generate tension due the relationship between young people even if momentarily to an institution destined for dangerous individuals [9]. As Almeida mentions [9], there is a pedagogical concept, which is legitimate based in adolescent development because it considers the official purposes and intended effects of the detention centers, directing to a transformation or construction of a new life story based on the elaboration of the Individual Service Plan (ISP), which aims to outline the goals that adolescents should fulfill during and after suspension without disregarding their previous experiences.…”

Entre o 'Recuperável' e o 'Estruturado': classificações dos funcionários de medida socioeducativa de internação acerca do adolescente em conflito com a lei

“…Bruna Gisi M. de Almeida (2010) . Neste 40 Para mais informações sobre as transformações na legislação voltada para o controle social dos desvios infanto-juvenis, bem como suas consequências práticas e institucionais, ver: ADORNO, 1991;ALVAREZ, 1989;ALMEIDA, 2010;BRETAN, 2008;LYRA, 2013;NERI, 2009;MALLART, 2014;PAULA, 2004PAULA, e 2011MATSUDA, 2009;SCHLITTLER, 2011. contexto, mostra-se importante compreender a legislação brasileira atual que , cujo ponto mais significativo é a tentativa de transformação das concepções do imaginário social: o -menor‖, que era mero objeto do processo, é elevado à condição de sujeito de direitos, reconhecendo-se sua condição peculiar de pessoa em desenvolvimento, que provém da concepção de que toda pessoa desenvolve permanentemente a sua personalidade, mas que até a adolescência esse processo transcorre de forma mais intensa.…”