Condições de desenvolvimento de meninas em cumprimento de internação socioeducativa

Abstract

We present a doctoral research study that investigated development conditions of girls serving into socio-educational measures internment in Brazil, with an emphasis on the pedagogical aspect of these measures. The research problem is framed by the question: based on data produced by civil society organizations, how have been the development conditions of girls in socio-educational internment and the pedagogical aspect of the socio-educational measure is configured? The general objective of the study was to analyze civil society reports on female internment units to understand the development conditions of girls in internment. The specific objectives were: a) To understand how the socio-educational policy for girls is being developed in Brazil; b) To discuss the profile of girls serving internment in Brazil from an intersectional perspective; c) To analyze the development conditions of girls in internment units; d) To scrutinize to what extent the State has fulfilled its legal role in ensuring dignified development conditions for girls in socio-education; e) To identify possible pathways for socio-education regarding the fundamental guarantees of girls in internment. The research is structured around three theoretical pillars: Historical-Cultural Psychology, which provides an understanding of human development as a dialectical and contextual phenomenon; Paulo Freire’s Critical Education, which proposes education as a practice of emancipation and transformation; Intersectionality, which analyzes the intersections of gender, race, class, and age, considering how these dimensions shape the experiences of girls. Methodologically, the study adopted a qualitative approach, based on documentary analysis of 20 reports produced between 2013 and 2024 by governmental institutions and civil society organizations that monitor the socio-educational system. The analysis followed the principles of Documentary Analysis.The results indicate that girls in socio-educational internment face multiple socio- economic and cultural vulnerabilities, which are exacerbated by the insufficiency of public policies. It was observed that the pedagogical aspect of socio-educational measures is often based on minorist principles, with punitive practices that do not contribute to emancipatory human development, preventing the opening of new subjective perspectives or the experience of more autonomous citizenship for these girls. Socio-educational care in girls’ internment still operates under the markers of patriarchy, racism, classism, and minorism, adopting practices that disregard the specificities of these adolescents. This contributes to the reinforcement of oppressions already experienced before internment, perpetuated by the institutions of deprivation of liberty. Furthermore, the structural conditions of the units and the training of professionals are inadequate to meet the specific needs of these girls. In this context, intersectionality emerges as a powerful theoretical framework for understanding the challenges faced by these girls, especially Black, peripheral, and LGBTQIA+ adolescents. Beyond providing a critical reading of reality, this perspective has the potential to foster more liberating and essentially pedagogical socio-educational practices, closely linked to the concrete lives of these girls. Moreover, it serves as a fundamental analytical tool for thinking about and developing strategies aimed at equity and emancipation. To ensure more dignified development conditions for girls in this context, it is essential to expand and diversify approaches, considering the multiple dimensions of human development.