Política socioeducativa e a psicologia escolar e educacional: demandas e práticas no meio-norte brasileiro

Abstract

The schooling process is a right for everyone, considered a primary factor in the formation of the subject. Despite this, there are several factors that interfere in this process, distancing children and adolescents from school. One of them is confrontation with the law. The Child and Adolescent Statute (ECA) proposes, in its regulations, some actions called socio educational measures, to be taken against these young people for their crimes. These measures are judicial determinations, of a pedagogical nature, aimed at minors who commit infractions, with the aim of socially (re)including young people in an agile manner, with a focus on developing their critical sense of individual and collective responsibility. In this way, education becomes a primary element in this scenario, considering its focus on the subject's psychosocial development. The system for applying the measures is permeated by discriminatory and exclusionary practices, which reproduce persecution, prejudice and repression due to the fact that these students deviate from the standard desired by the school. However, within these contexts, there is School and Educational Psychology, which must seek to confront these adversities, improve the quality of the teaching-learning process, aiming to promote quality education, democratization and valorization of teaching. Therefore, it is concluded that the integration of this professional in the educational space is of fundamental importance for the formation of education from a contextual and critical perspective. In view of the above, the present study intended to identify the possibilities for psychologists to act in response to the demands presented in socio-educational care units in the Mid-North sub-region of Northeast Brazil. The research involved the participation of 20 psychologists working in socio educational care units in the Mid-North region. Data analysis was carried out from the epistemological perspective and the Historical-Cultural Psychology method and was structured in the form of 2 scientific articles. Study 1 sought to reveal the abstract reality of the schooling process of young people in compliance with socio-educational measures, based on the description of the psychologists' practices and target audience. This study revealed, from the analyses, 2 analytical axes entitled “From an early age, the cheapest meat: who does socio educational measures serve?” and “The power of the ‘family’: family conflicts and affiliation with criminal factions as determining factors”. Study 2 also sought to capture the immediate reality of the studied reality; however, the phenomenon of analysis was the demands existing in socio-educational care units. This revealed 3 analytical axes with the titles “Portrait of silence: survey of demands present in socio-educational care units”, “Integrating knowledge: the interface between psychology and education” and “In the heart of change: possibilities for intervention by School and Educational Psychology”. In summary, the data analyzed showed that there is still a gap between socio-educational measures and education, making the process of resocialization of young people difficult. Furthermore, it was also found that the practices of psychologists have taken on a more complex and intersectoral perspective, rescuing the multi-professional character that governs the policy. Based on this, it is estimated that the results of this research will contribute to the design of more democratic and humanized practices, with regard to psychology along with socio-educational measures.