The Socioeducation Device in the Inclusion and Exclusion of Crime: Life Stories
Name: TATIANE ALVES DE MELO
Publication date: 25/05/2016
Advisor:
Name |
Role |
|---|---|
| ELOÍSIO MOULIN DE SOUZA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ELOÍSIO MOULIN DE SOUZA | Advisor * |
| LETICIA DIAS FANTINEL | Internal Examiner * |
Summary: The act of detention and its visible effects reveals the immense failure on criminal justice; and the confinement as corrective treatment keeps almost immutable among the time. Logically the tutelage by the State in order to prevent the "troubled" teenager from social interaction is similar to prisional objectives. The socio-education, most precisely the detention socio-educative actions, are a process, an attempt of
resocialization for those who acted with antisocial will. With that in mind, the objective of this study is the analysis of socio-education measures as a mechanism of inclusion and exclusion in criminality and delinquency using reported experiences of an ex-detainee of Sistema Socioeducativo da Região Sudeste do Brasil (Southeastern Brazil‟s Socio-Educative System). The methodology used is founded
on a dialogic perspective of a shared life story, of ones path as a trail to the collective story. The research is qualitative and the analysis focus is a male subject, exdetainee of Sistema Socioeducativo da Região Sudeste do Brasil. The data collecting was constructed with meeting interviews in which the guest told with deep level of details his life stories. The stories were examined using content analysis
techniques, with post categorizing: if recruits subject delinquent; resources for proper training and; the work of the facets. The investigation strategy was narrative since asked a subject the report of his life stories. The analyzing and categorizing of the reports happened due to the theoretical basis. The information were retold and
reorganized by the researcher in a narrative chronology. Using the subject‟s experiences, was possible to understand the socio-education methods as a power and authority mechanism, and also the network that includes and excludes people from criminality. It was observed that the socio-education methods generatescommon view knowledge that influences several groups in the society, so it is used as a mechanism of power, it creates a set of rules to drive each detainee person. As
a micro-world, it creates its own knowledge, powers, social life and subjective interpretation, all with the discourse of fixing deviating people.
