Adolescentes infractores: retos de la inclusión mediante políticas sociales y educativas

Resumen

This bibliographic and documentary article analyzes how the emancipating socio-educational policies, aimed at adolescent offenders, face resistance in their implementation. This resistance is rooted in the socio-economic, political and cultural formation of Brazilian society: authoritarian and excluding. These characteristics help to understand why socio-educational has been historically anchored in a pedagogy of violence and in punitive assumptions as a way to adjust adolescents, authors of transgression acts, to the dominant social context. However, since the 1988 Constitution, emancipatory pedagogical proposals have been formulated that are in tension with authoritarian practices. To address this issue, the article analyzes elements of the Brazilian social formation that generated and still reproduce the exclusion of adolescents from the minimum conditions of citizenship. Then, we examine the socio-educational policies aimed at adolescents who commit transgression acts, especially the 2012 National System of Socio-Educational Care (SINASE), and the challenges of an emancipatory inclusion. In conclusion, we defend the thesis that the socio-educational policies have advanced substantially, especially with the approval of SINASE, but an emancipating socio-educational continues to be, in practice, a challenge.