A práxis docente e a experiência de liberdade de adolescentes que cumprem medida judicial de internação

Abstract

This work deals with the teaching praxis and its contribution to the experience of freedom of adolescents who comply with judicial measures of hospitalization. We take the concept of freedom from Michel's vision, which presupposes it in close relation to power strategies in its disciplinary dimensions and biopower. Being freedom expanded and conquered by a struggle, a commitment to respect the uniqueness of each one, being achieved through the care of oneself. The problem that guided this work was this: What routes enable a teaching praxis that positively implies the experience of freedom of adolescents who comply with judicial detention measures? In view of this question, the following objectives were outlined: General objective - To understand the possibilities of a teaching praxis that positively implies the experience of freedom of adolescents who comply with judicial measures of hospitalization; and specific objectives a) understand the scenario of socio-educational measures of hospitalization based on their possibilities and limits for libertarian praxis, b) to analyze the applications of libertarian praxis in the context of socio-educational measures of hospitalization . The study configured as a bibliographic and documentary research, and the documentary research used the report of the National Mechanism for The Prevention and Combat ing Torture of 2017. Through these accesses it was verified that to a large extent socio-educational institutions still reproduce the disciplinary character of exercising power in all its spheres, including the classroom where the teacher operates, while presenting loopholes possibilities of the emergence of creative and revolutionary praxis, especially with regard to the use of the Individual Care Plan, an instrument that takes into account the uniqueness of the adolescent and summons the family, the adolescents and other institutional actors for a common plan, dimensioning the ever-social character of the singular experience of the subject of the practice of freedom. The powerful teaching praxis in the construction of a positive experience of freedom is the one that recognizes the need to invent new territories of existence and there to build new forms of intervention depending on the context and the subjects involved.