Categorizações na escola e juventude criminalizada: um estudo sobre a inserção escolar de adolescentes em liberdade assistida

• Ano de defesa: 2022
• Autor(a) principal: Mello, Claudio Aliberti de Campos
• Orientador(a): Lotta, Gabriela Spanghero
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Burocracia de nível de rua; Implementação de políticas públicas; Medidas socioeducativas; Punição de adolescentes
• Palavras-chave em Inglês: Street-level; Bureaucracy; Implementation of public policy; Socio-educational; Measures; Juvenile punishment
• Link de acesso: https://hdl.handle.net/10438/32403

This work is part of the intersection between studies on socio-educational care policy and the review of adolescents, recent studies on the understanding of the social dynamics of the process of implementing public policies that involve groups whose access to basic rights has been historically denied. The objective is to understand the way in which social categories inform the performance of teachers in the interaction with a public whose stigma is marked in Brazilian society from the specific look at the interaction between teachers from schools in the state of São Paulo and students on probation. The theoretical basis is built through advances in the literature on public policy implementation that are dedicated to identifying classification schemes, categorizations and judgments by frontline public service workers in interacting with the population. Still, concepts developed by interpretive approaches in the field of sociology will be mobilized to consolidate the analyzes under an interactionist perspective. The study is justified by the loss of importance of school among teenagers and by the punitive character of the duties imposed on juveniles on probation - among them the mandatory school. The methodological course for collecting empirical data was through the use of techniques of document analysis of the regulations concerning the theme and semi-structured interviews with teachers of basic education, with the introduction of inductive vignettes throughout the interactions. In addition to identifying the teachers' poor working conditions, the main findings show that there is a gap between teachers and the socio-educational service policy. Their perceptions about the punitive process of adolescents are directed to criticisms in favor of an even more punitive justice system associated with the construction of a profile of students on probation that fosters fear and fear behavior in everyday interactions. The central argument of this research is that the adverse working conditions of teachers influence the low knowledge about the socio-educational service policy. This lack of knowledge about the policy makes room for teachers to integrate elements of common sense, present in their perception of the punitive process of adolescents, and base their perceptions on categorizations and judgments, which are reflected in the behavioral aspects of interactions between teachers. and students on probation.