Percepções de profissionais da psicologia sobre a atuação no contexto do Sistema Socioeducativo de Cuiabá - MT

Abstract

The Socio-Educational System as a field of work has always been shrouded in mysteries, whether due to the social stigma of this context - since it is in this System that adolescents who commit an infraction in compliance with a socio-educational measure are served - that is, due to the lack of knowledge of the potential and possibilities of the socio-educational field as a space for professional practice in several areas. The performance in the work context within the institutions that carry out the socio-educational measures (hereby MSE), mainly those of deprivation of liberty, are still unknown to people in society today. And when known, they usually come wrapped in many stereotypes, judgments and prejudices. In the state of Mato Grosso, Brazil, more specifically in the capital, Cuiabá, knowing what happens behind the high walls protected by barbed wire, which flank the Socio-Educational Service Centers (hereby CASEs) of the Pomeri Complex, is a knowledge limited to some groups of professionals who work within this environment. Therefore, the main objective of this study was to understand what are the perceptions of professionals in the Psychology of the Socio-Educational System about their performance within the Socio-Educational Assistance Centers of the Pomeri Complex in Cuiabá - Mato Grosso. We present the legal frameworks and provisions that regulate the existence of the context of Socio-educational assistance, followed by a historical recovery of how the Socio-Educational System was established in the state of Mato Grosso, culminating in the creation of the Pomeri Complex in the capital of Mato Grosso. Additionally, there is an explanation about the theoretical concepts of human perception and socio-education that provided theoretical support for this research. 14 interviews were conducted with psychologists who work (or have worked) in socio-educational assistance within the Socio Educational Service Centers of the Pomeri Complex. The data were analyzed considering the Content Analysis proposed by Laurence Bardin. The study found several perceptions that permeate the cognitive field of the interviewed psychologists, showing what they think, feel and imagine about acting in the socio-educational context of work. We found from the perceptions that show the system's problems, explaining the saddest and cruelest face of this reality of the deprivation of freedom of adolescents in compliance with a socio-educational measure, to those perceptions that demonstrate the ethical commitment of these professionals, indicating that it is possible to achieve socio-education, even in spite of the difficulties, working for the rights of adolescents and the construction of a qualified and socio-educational psychological praxis.