Desafios da coordenação pedagógica na socioeducação: percepção de coordenadores e agentes educacionais que atuam na Fundação CASA
Carregando...
Data
2020-05-28
Autores
Fonseca, Eveline Cristina da
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Advindo de lutas sociais e pautado em um ideário democrático, o Estatuto da Criança e do Adolescente (Lei 8.069/1990) estabeleceu a doutrina de proteção integral. A partir do ECA, a lei 12.594 de 2012, instituiu o Sistema Nacional de Atendimento Socioeducativo (SINASE), que regulamenta a execução de medidas socioeducativas previstas para adolescentes incursos em ato infracional. No estado de São Paulo, as medidas em meio fechado, Semiliberdade e Privação de liberdade (internação), são desenvolvidas pela Fundação CASA. Desde 2006, a referida instituição passou por transformações para se alinhar às exigências legais e as atividades pedagógicas assumiram um papel central e principal aposta para a socioeducação dos adolescentes, com a pretensa condução para caminhos diferentes dos que o levaram a prática infracional. Nos centros de internação, essas atividades ocupam grande parte da agenda e estão sob gestão de um profissional comissionado como coordenador pedagógico. Pensar o papel deste profissional exige considerar que existem peculiaridades do trabalho na socioeducação e tensões próprias da instituição, que revelam um paradoxo histórico-cultural coercitivo x educativo. Nesse sentido, as diretrizes institucionais apregoam lhe as funções articuladora, orientadora, mediadora, mobilizadora e formadora, por meio de uma gestão democrática do setor e por compromissos firmados coletivamente no plano político-pedagógico. Considerando essas premissas, a presente pesquisa de cunho qualitativo busca compreender como se dá o trabalho dos coordenadores pedagógicos nos centros de internação da Fundação CASA e sua contribuição para a prática socioeducativa e efetivação do SINASE. Para tal, foi realizado um levantamento no portal da instituição dos documentos norteadores do trabalho e uma pesquisa de campo, a partir da aplicação de questionários para 6 coordenadores e 14 agentes educacionais. Em linhas gerais, os resultados mostram que os coordenadores acreditam que realizam uma gestão democrática, e a maioria dos agentes alega ter algum tipo de participação. Despontaram como principais dificuldades a gestão de pessoas, devido aos conflitos entre os servidores e resistência ou não compreensão das diretrizes, a ausência de formação continuada e critérios pedagógicos para a seleção de coordenadores, a falta de tempo para planejar e escassez de reuniões pedagógicas. As reflexões empreendidas asseveram que a socioeducação é um campo de lutas, contradições e desafios, no qual a coordenação pedagógica é essencial para a garantia de direitos preconizados e de uma educação em consonância com o novo aporte teórico-metodológico da Fundação CASA. Esperamos que o presente estudo e o projeto de intervenção possam contribuir para a superação de alguns desses desafios e a garantia de espaços para a formação continuada dos socioeducadores e sua reflexão crítica acerca do papel que exercem.
Coming from social struggles and guided by a democratic ideal, the Statute of Children and Adolescents, a Brazilian law to ensure rights to this public, (Law 8.069 / 1990) established the doctrine of integral protection. Based on the Statute, the Law 12,594 of 2012, instituted the National System of Socio-Educational Assistance (the initials in Portuguese correspond to SINASE), which regulates the implementation of socio-educational measures for adolescents who were involved in an infraction. In the state of São Paulo, measures in closed environments, semi-freedom and deprivation of liberty (internment) are developed by the CASA Foundation. Since 2006, this institution has undergone transformations to align with legal requirements and pedagogical activities have assumed a central role and the main bet for the socio-education of adolescents and the alleged conduction of paths different from those that led to the offense. In detention centers, these activities occupy a large part of the agenda and are managed by a professional commissioned as a pedagogical coordinator. Thinking about the role of this professional requires considering that there are peculiarities of work in socio-education and tensions inherent in the institution, which reveal a coercive x educational historical-cultural paradox. In this sense, the institutional guidelines proclaim the functions of articulating, guiding, mediating, mobilizing and training, through a democratic management of the sector and through commitments made collectively in the political-pedagogical plan. Considering these premises, the present qualitative research seeks to understand how the work of pedagogical coordinators in the detention centers of the CASA Foundation occurs and their contribution to the socio-educational practice and implementation of SINASE. To this end, a survey was carried out on the institution's website of the guiding documents for the work and a field survey, using questionnaires for 6 coordinators and 14 educational agents. In general, the results show that the coordinators believe that they carry out democratic management, and most agents claim to have some kind of participation. The main difficulties mentioned were people management, due to conflicts between workers and resistance or lack of understanding of the guidelines, the absence of continued training and pedagogical criteria for the selection of coordinators, the shortage of time to plan and the scarcity of pedagogical meetings. The reflections undertaken assert that socio-education is a field of struggles, contradictions and challenges, in which pedagogical coordination is essential to guarantee the advocated rights and an education in line with the new theoretical and methodological contribution of the CASA Foundation. We hope that the present study and the intervention project can contribute to overcoming some of these challenges and ensuring spaces for the continuing education of socio-educators and their critical reflection about their functions.
Coming from social struggles and guided by a democratic ideal, the Statute of Children and Adolescents, a Brazilian law to ensure rights to this public, (Law 8.069 / 1990) established the doctrine of integral protection. Based on the Statute, the Law 12,594 of 2012, instituted the National System of Socio-Educational Assistance (the initials in Portuguese correspond to SINASE), which regulates the implementation of socio-educational measures for adolescents who were involved in an infraction. In the state of São Paulo, measures in closed environments, semi-freedom and deprivation of liberty (internment) are developed by the CASA Foundation. Since 2006, this institution has undergone transformations to align with legal requirements and pedagogical activities have assumed a central role and the main bet for the socio-education of adolescents and the alleged conduction of paths different from those that led to the offense. In detention centers, these activities occupy a large part of the agenda and are managed by a professional commissioned as a pedagogical coordinator. Thinking about the role of this professional requires considering that there are peculiarities of work in socio-education and tensions inherent in the institution, which reveal a coercive x educational historical-cultural paradox. In this sense, the institutional guidelines proclaim the functions of articulating, guiding, mediating, mobilizing and training, through a democratic management of the sector and through commitments made collectively in the political-pedagogical plan. Considering these premises, the present qualitative research seeks to understand how the work of pedagogical coordinators in the detention centers of the CASA Foundation occurs and their contribution to the socio-educational practice and implementation of SINASE. To this end, a survey was carried out on the institution's website of the guiding documents for the work and a field survey, using questionnaires for 6 coordinators and 14 educational agents. In general, the results show that the coordinators believe that they carry out democratic management, and most agents claim to have some kind of participation. The main difficulties mentioned were people management, due to conflicts between workers and resistance or lack of understanding of the guidelines, the absence of continued training and pedagogical criteria for the selection of coordinators, the shortage of time to plan and the scarcity of pedagogical meetings. The reflections undertaken assert that socio-education is a field of struggles, contradictions and challenges, in which pedagogical coordination is essential to guarantee the advocated rights and an education in line with the new theoretical and methodological contribution of the CASA Foundation. We hope that the present study and the intervention project can contribute to overcoming some of these challenges and ensuring spaces for the continuing education of socio-educators and their critical reflection about their functions.
Descrição
Palavras-chave
Fundação CASA, Coordenação Pedagógica, Socioeducação, Dimensão Político-Pedagógica, SINASE, CASA Foundation, Pedagogical Coordination, Socio-education, PoliticalPedagogical Dimension