Sistema socioeducativo, EJA e práticas em psicologia: um estudo acerca da articulação entre o normativo, o teórico e o realizado

• Ano de defesa: 2020
• Autor(a) principal: Núbia Vieira de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: medida socioeducativa; educação; socioeducação; adolescência; EJA; Adolescentes > Assistência em instituições; Educação do adolescente; Medida socioeducativa > Aspectos educacionais; Educação de adultos
• Link de acesso: http://hdl.handle.net/1843/35552

This research proposed to problematize between the prescribed work and the one carried out by the Technical Teams of the Socio-educational Units of deprivation of liberty, focusing on the practice of the psychology professional, in the given support to adolescents who serve a socio-educational measure. The research follows considering the education axis as a means to discuss the elements that go through the process of accountability for the committed infraction beyond the individual dimension. As a resource of knowledge production, the Qualitative Epistemology was used, based on the constructive-interpretive method defended by Fernando González Rey, through the reading of documents (Individual Service Plans - PIA and Dismissal Reports) and the realization of a focus group. In this perspective, an analysis was carried out on some individualizing narratives that endorse and contextualize the reification of the infraction and the condemnatory determinism, as well as present the mortification of the adolescent subject and of the psychology professional himself, which is also subjected to sickening conditions. Such analyzes were based on education based on the reflections proposed by Paulo Freire's Pedagogy of Libertation, in terms of the dialectical construction between autonomy and heteronomy in educational processes, as well as understanding sense and meaning attributed to socio-educational practice, having the Historical-Cultural Psychology as a theoretical foundation, inaugurated by Vygotsky. The relevance of such understanding affects the possibility of reinventing the practice and confirms the importance of discussing Youth and Adult Education, considering that education and practice presented as liberating can happen intrinsically as a means of interactions and in the encounter between subjects, and not necessarily in official schooling spaces.