O atendimento escolar dos adolescentes em espaço socioeducativo: uma revisão bibliográfica

Abstract

The Socio-Educational Assistance Centers (CASE) are aimed at accommodating underage adolescents who have committed an infraction before society, in which way these adolescents are collected for a certain time, being in a private jail space, this space is known as the Socio-educational assistance, its duties provided by laws is to offer pedagogical proposals aimed at the resocialization of the adolescent as well as a pedagogical environment that differentiates it from prison space, giving adolescents the conditions to continue their studies. Therefore, the general objective of this research is to understand the educational spaces for the care of adolescents who committed acts of inflation. Thus, I have tried to organize a set of three research questions, namely: In what ways do productions in the area characterize socio-educational spaces as schools for people in deprivation of liberty? What's the look on these teens? What approximations can be established between the signals of the theoretical field and the pedagogical practices carried out in schools contexts for people in deprivation of liberty. In this text we address the results constructed in response to the questions. For this I carried out a qualitative bibliographical research, in academic-scientific articles identified in the banks of Scielo, Google academic and annals of the National Association of Graduate and Research in Education (ANPED). In the search, 20 articles were identified, being only 8 pertinent to the research questions. The analysis allows us to affirm that research focused on understanding the role of schools in these contexts, conceptions that guide educational practices, how opportunities for students are guaranteed, the challenges of inclusion, avoidance and abandonment in these schools, the education attributed by students in deprivation of liberty, contributions of school experience in the re-socialization of students, the process of construction of the Political-Pedagogical Project, practices of principals, and characterize the school trajectory of students before deprivation.