Morte e vida de Pedros Brasileiros da Silva: jovens, atos infracionais e desafios do trabalho educativo

Abstract

Death and life of Pedros Brasileiros da Silva: young people, infractions and challenges of educational work is a research characterized by a set of intertwined stories built from the ethical and methodological decision to privilege the narrative of young people complying with socio-educational measures about their experiences and world views. The starting point was the following investigative question: How do these young people, when narrating their lives, see and can see, through the mediation of socioeducational measures, other possible futures for building their own lives? In light of the inspiration in the dialogical attitude and political reflection engendered by Paulo Freire, this research aimed to give protagonism to the narratives of the young people themselves, giving second place to the major statistical factors regarding the relationships between marginalization and infraction among young people. By bringing to the main investigative scene the voice of young people complying with socioeducational measures of semi-freedom, the work sought, ultimately, to bring to the public debate, especially for teachers who receive these young people in their classrooms, a reflection on the commitment ethical and political with education and with the possibility of (re)constructing other horizons of expectations for young people whose lives are crossed by the binomial economic segregation and racism. It also intends to inspire educators in the perspective of educational actions that are the key to opening windows to the world, thinking of these young people as subjects who can dream of other futures. The construction of the empiricism used in the work was based on conversations with young people who, at some point in their lives, completed socioeducational measures, due to the attribution of an infraction and this set of semifictional stories is viscerally crossed by structural racism (Almeida, 2019) about the which Brazilian society was built and which, even today, imposes its marks on the experiences of children and adolescents within educational institutions, including schools. An inspiration from Walter Benjamin (1987) led to the appropriation of Jorge Amado's work – Capitães de Areia (2006) – for the composition of single and multiple characters designated as Pedros Brasileiros da Silva made from monads of different subjects unidentified due to of issues related to security, but which, through literary inspiration, could be maintained in their humanity and historicity revealing a socially shared inscription. he primary intention in constructing the work was to use a humanizing methodology that allows us to listen to young people in a sensitive way and look at their life stories and construction of identities free from prejudice and stigmatization. With this, we worked with the perspective of contributing to a better understanding of a socially relevant problem that is still studied and prescribed mainly by actors outside the field of Education and who, when establishing normative actions, do so in the light of perspectives predominantly emanating from from the field of Law or Psychology. In this sense, this is research concerned with thematizing socioeducational measures for young people in light of the understanding of the theoretical and empirical field of educational research. In this way, we sought to listen to young people who had graduated from the socio-educational system about their sociability; put on the debate table the issue of how the field of education faces the controversial field of socio-educational measures in Brazil; understand the motivations and desires of young people involved in criminal acts and inspire teachers about the sensitive listening that involves educational practice in schools. Paulo Freire presented himself as a compass of inspiration that allows an indefinite universe of readers of this work to put into correlation the data highlighted here from the focus groups that brought together young people and the possibility of an open dialogue with teachers about educational work based on the premise of education as a practice of freedom and guarantee of fundamental Social and Human Rights