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The socioeducation in its mode of social protective measure: a dialectical analysis of the literature

Grant number: 15/24013-0
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): March 01, 2016
Effective date (End): February 28, 2017
Field of knowledge:Humanities - Psychology - Social Psychology
Principal researcher:Sílvio José Benelli
Grantee:Rita Maria de Oliveira Gomes
Home Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil

Abstract

Presently, the term socioeducation has been very recurrent in the official discourse regarding public policies for childhood and adolescence, especially within the sphere of Social Assistance. Apparently it has been used to characterize a new set of pedagogical, psychological, and assistencial ideas and practices, based on the ECA, which in turn are employed in the social-assistencial services offered to children and youth. This research project will adopt the dialectical method in order to perform a critical and contextualized analysis of official texts regarding the national policy for children and adolescents as well as social assistance, of documents and bibliography, printed and/or available online, which address a specific aspect of socioeducation: the social protective modality (MPS). This modality is dedicated to children and youth who live - according to the official discourse - in situations of social vulnerability. Its purpose is to protect its usufructuaries socially, to guarantee their rights, and to promote the practice of citizenship through Social Assistance institutional establishments, acting as mediators in the search for overcoming adverse conditions that restrict the individual's possibilities, causing stigma, exclusion, and suffering. Among the questions that will guide the development of this research are: what is the essence of assistential practices, described by literature, which constitutes socioeducation in the MPA modality? Can this modality really ensure the protection and emancipation of poor children and adolescents? Are the theoretical, ethical, and political plans of socioeducation structured in ways that will enable them to achieve their goals?

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