Socioeducação e preconceito: uma análise à luz da teoria crítica

Abstract

This study was developed with the objective of analyzing whether prejudice occurs towards adolescents in compliance with the socio-educational measure of providing services to the community in schools in the city of Campo Grande/MS. At the same time, a literature review was carried out in the fields of Psychology, Human and Social Sciences, as well as in the area of Education in order to understand what has been published about the interrelationships between Socioeducation, Education and Prejudice. From this, the methodology, analysis and results were described in the format of two articles. For the literature review, a search was carried out in the Scielo, Pepsic and Periódicos CAPES databases, using the descriptors “socioeducation”, “education” and “prejudice”. The analysis of the data found was carried out through contributions from the Frankfurt School's Critical Theory of Society. The final quantity of the systematic survey consisted of 27 articles, published in the period from 2000 to 2020. Studies were found that discussed either the relationship between socio-education and prejudice or education and prejudice. Most of the studies analyzed started from discussions about the constitution of the subject and its relationships with education and prejudice. There were few publications that discussed socioeducation (06 articles), in general. Among the observations made throughout the research, the importance of inclusive education applied and developed in socio-education is mentioned, having significant consequences in socio-educational processes and practices, with possibilities of overcoming in relation to combating prejudice. The subsequent study presents the methodology and analysis of the results of a research carried out through semi-structured interviews with four socio-educators, workers in units receiving socio-educational measures to provide services to the community, from three state schools in the aforementioned municipality. The Critical Theory of Society contributes to studies regarding prejudice by analyzing its structural and ideological roots, and proposing changes in the ways of thinking and organizing society to combat discrimination in its various forms. In evaluating the results, the statements of the research participants were analyzed and verbalizations were identified that intertwined, in addition to prejudice towards adolescents in conflict with the law, other themes that allude to it, such as expressed feelings, family responsibilities, professional qualifications. , society, segregation and social justice. In the speeches, fears regarding the unknown nature of the infraction appeared, as well as the lack of technical preparation regarding socio-education and the legislation that governs it, the guarantee of rights and other procedures and techniques aimed at critical thinking and human emancipation from these subjects. The results show that socio-educational practices need to be rethought and debated, expanding the universe of research with the purpose of developing alternatives to the implementation of socio-education, and, in particular, the fight to combat prejudice, due to its presence in institutions and society. society as a whole.