Entre educar as crianças e punir os homens: percepções de professores sobre a desinserção escolar de adolescentes que cumprem Medidas Socioeducativas

Abstract

Based on data that indicate a scenario of accentuated school dropout among adolescents and young people who comply with Socio-Educational Measures, this research seeks to analyze the perceptions of teachers from the municipal and state public education systems in Rio de Janeiro about the trajectories of school dropout in this group. The objectives of the research were: 1- to investigate the perceptions about these trajectories of school dropout approach perspectives here called "hyper sociological", which prioritize macrosocial explanatory factors at the expense of individualized units of analysis (such as schools, teachers and students); 2- to analyze how these perceptions approach and distance themselves from those about school dropout processes of young people who have never complied with Socio-Educational Measures and whether this possible distancing can be related to ideas about violence; 3- put these perceptions into dialogue with the discussions in the academic field, especially the Sociology of Violence and Education approaches. For these purposes, semi-structured interviews were conducted remotely with twelve teachers, selected through sampling called “snowball”. The results pointed to two main conclusions: the first is that the process of dropping out of school, often started before the accusation of authorship of an infraction, can get worse when the student is sent to comply with Socio-educational Measures. The second is that, as suggested in the research hypothesis, the interviewed teachers approached a hyper sociological perspective to explain school dropout. Meanwhile, the perceptions presented seek to individualize the trajectory of adolescents who comply with Socio-Educational Measures. This differentiation - related to the rest of the student audience - was interpreted based on the relationships established by professionals between young and criminal behavior, informed by dynamics of criminal subjection and supported by representations about youth and violence, and succeed in identifying this adolescent who complies with Socio-Educational Measures with different characteristics to the school space, deteriorating its student identity. Consequently, these results are interesting to consider the difficulties perceived in the relationships between schools and adolescents who comply with Socio-Educational Measures.