Trajetória educativa dos/as adolescentes em cumprimento de medidas socioeducativas em meio aberto de liberdade assistida em Recife/PE

Abstract

This research seeks to have an ethical and political commitment to the defense of human rights, especially the human rights of adolescents experiencing socio-educational measures. With the objective of discussing the Socio-Educational System from the educational trajectories of Adolescents in socio-educational measures of assisted freedom in the city of Recife. With a focus on teenagers, in this research we focus our efforts on teenagers who comply with socio-educational measures in an open environment of Assisted Freedom, questioning their access, permanence and success in school. With that in mind, the research we present is the result of the following question: “How do adolescents experiencing socio-educational measures in an open environment of Assisted Freedom understand their school trajectory and the (in)effectiveness of their human right to education? The main objective of this research is: To verify , from the vocalization of adolescents in fulfillment of socio-educational measure of assisted freedom, the (in)effectiveness of the right to school education. Aiming that the voice, often denied to adolescents in socio-educational measures, needs to be guaranteed and enforced as a right. At first, we sought to make a state of the art, based on the BDTD and when using the descriptors: adolescent, socio-educational measures and school, we found several works. We narrowed it down to the type of measure that is probation, we found some research, but none in Pernambuco. Even in the surveys found, none brought the voice of adolescents about school and much about their trajectory in education. Methodologically, this research aligns with a qualitative research (MINAYO, 2009) on education (ANDRE, 2013). Using as a method of analysis the documentary (GASKEL, 2002) being five teenagers in experience and egresses of Assisted Freedom interviewed in the city of Recife. From the vocalization of the adolescents, we understand their trajectories from the understanding of their social condition and the forms of access and welcome in the school environment. Data on socio-educational measures in Pernambuco are presented and data from Recife is also extracted. In this work, I essentially debate the Human Right to education for adolescents, problematizing that without access to public and quality education, the Socio-Educational Measure in an open environment is meaningless.