A importância do caráter pedagógico das medidas socioeducativas
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Tipo
TCC
Data de publicação
2022-06
Periódico
Citações (Scopus)
Autores
Rodrigues, Carolina de Sousa
Orientador
Felberg, Lia
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Resumo
Este trabalho apresenta uma análise das medidas socioeducativas previstas no Estatuto da Criança e do Adolescente, com objetivo de compreender as peculiaridades das medidas e a importância do caráter pedagógico na eficácia destas para reinserir, efetivamente, o adolescente na sociedade e afastá-lo da prática de novos atos infracionais. Para tanto, foi realizado uma pesquisa descritiva, com caráter qualitativo, mediante análise bibliográfica, com ênfase no estudo da doutrina e da legislação aplicável ao tema. Foi feito um estudo cronológico das legislações que regularam as normas referente crianças e adolescentes até o advento do Estatuto da Criança e do Adolescente. Além disto, explorou-se o conceito de ato infracional e a relação entre vitimização infantil e a prática da conduta infracional. Por fim, analisou-se as medidas socioeducativas em espécie e os motivos pelos quais estas se diferem das penas para, então, apresentar a importância das medidas possuírem um viés além do sancionatório, assim dizendo, o pedagógico. Após a análise foi possível constatar que um sistema predominantemente punitivo, por si só, não é capaz de reinserir um adolescente na sociedade. Destaca-se que é a partir da consciência dos instrumentos legais que a sociedade deve participar da construção de novos rumos que permitam, cada vez mais, o êxito das medidas socioeducativas uma vez que a conscientização parece ser um ponto de partida para a construção de uma cultura de paz.
This paper presents an analysis of the socio-educational measures provided for in the Statute of the Child and Adolescent. The objective is to understand the peculiarities of the measures and the importance of the pedagogical character in the effectiveness of these measures to effectively reinsert the adolescent in society and keep him away from the practice of new infractional acts. To do so, a descriptive research was carried out, with qualitative character, through bibliographical analysis, with emphasis on the study of the doctrine and the legislation applicable to the theme. A chronological study of the legislation that regulated the norms referring to children and adolescents was made until the advent of the Statute of the Child and Adolescent. In addition, the concept of infractional act was explored and the relation between child victimization and the practice of illicit conduct. Finally, the socio-educational measures in kind were analyzed and the reasons why they differ from punishments to then present the importance of these measures having a bias beyond the sanctioning one, in other words, the pedagogical one. After this analysis, it was possible to verify that a predominantly punitive system, by itself, is not capable of reinserting an adolescent into society. It is noteworthy that it is from the awareness of the legal instruments that society must participate in the construction of new paths that allow, increasingly, the success of the socio-educational measures since the awareness seems to be a starting point for the construction of a culture of peace.
This paper presents an analysis of the socio-educational measures provided for in the Statute of the Child and Adolescent. The objective is to understand the peculiarities of the measures and the importance of the pedagogical character in the effectiveness of these measures to effectively reinsert the adolescent in society and keep him away from the practice of new infractional acts. To do so, a descriptive research was carried out, with qualitative character, through bibliographical analysis, with emphasis on the study of the doctrine and the legislation applicable to the theme. A chronological study of the legislation that regulated the norms referring to children and adolescents was made until the advent of the Statute of the Child and Adolescent. In addition, the concept of infractional act was explored and the relation between child victimization and the practice of illicit conduct. Finally, the socio-educational measures in kind were analyzed and the reasons why they differ from punishments to then present the importance of these measures having a bias beyond the sanctioning one, in other words, the pedagogical one. After this analysis, it was possible to verify that a predominantly punitive system, by itself, is not capable of reinserting an adolescent into society. It is noteworthy that it is from the awareness of the legal instruments that society must participate in the construction of new paths that allow, increasingly, the success of the socio-educational measures since the awareness seems to be a starting point for the construction of a culture of peace.
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Palavras-chave
adolescente , ato infracional , medida socioeducativa , caráter pedagógico , teenager , infraction act , socio-educational measure , pedagogical character