Assisted Freedom

socio-education and punishment in the conflict

Abstract

The article seeks to understand how the socio-educational measure of Assisted Freedom / LA, established by the Statute of Children and Adolescents and performed by an institutional system of open environment, has been implemented and how paths and rules are created to be incorporated by adolescents through surveillance and control, as well as through a kind of pedagogy of punishment. The article raises questions about the pedagogical and sanctioning nature of Assisted Freedom regarding how adolescents perceive and act on this articulation, through the conformation or creation of tactics that circumvent rules. The work follows a theoretical path, checking how the punitive system for children and adolescents has manifested itself in Brazil, highlighting the municipalization of assistance to adolescent offenders through the Nuclei of Assisted Municipality / LAM. Qualitative research resources such as observation of the daily life of LAM, interviews and focus groups were used to access information on the perceptions of professionals and meanings attributed by adolescents to LA Some results point to the experiences of the socio-educational system in the lives of adolescents assisted, in the sense to reiterate accountability for the offense committed. However, such a system has acted both with regard to the creation of habitus to comply with the conditionalities of the measure through socio-education, and with regard to vexing situations of surveillance and deprivation, acting less as resocialization and more as punishment.