Vozes juvenis: uma avaliação da política de socioeducação sob a ótica dos adolescentes e jovens em unidades de internação no Rio Grande do Norte

Abstract

The National Socio-Educational Care System (SINASE) is a Brazilian public policy created by Law No. 12.594/2012, which aims to establish guidelines and orientations for the socioeducational care of adolescents assigned authorship of unlawful acts. Its main objective is to ensure that these adolescents and young people receive adequate care, focused on guaranteeing their fundamental rights and promoting social integration.To assess whether a public policy is achieving its objectives as outlined in its design, it is essential to conduct ongoing evaluations and post-implementation assessments, as the perspective of the beneficiaries can provide important insights into its impacts. Based on this understanding, this study aimed to evaluate how young people undergoing socio-educational detention in the state of Rio Grande do Norte perceive the impacts of SINASE on their biographies.The methodology adopted included group dynamics, in-depth interviews with eight young people from a socio-educational unit, documentary analysis, and moments of participant observation within the institution. The results revealed that the perception of the young people regarding the internment process is ambivalent. Many reported feeling like they are in a prison, isolated, and lacking meaningful interactions and activities that promote their development. Additionally, they pointed to poor structural conditions and the lack of basic resources as obstacles to their social reintegration. On the other hand, some young people interpret the internment as a space for reflection and protection against external dangers, although this positive perception is not necessarily linked to the actions of the Socio-Educational Measures Program.Thus, while the narratives of the young people include positive elements about the implementation of SINASE, they also highlight the insufficiency of structural conditions and the support provided to promote true social integration. It is concluded that the socio-educational policy is still not implemented effectively, requiring a shift in perspective regarding the culture of imprisoning certain bodies and the actual application of the law. It is essential that these changes occur both in the infrastructure of the units and in access to public policies that impact the lives of these young people, effectively contributing to breaking with their paths of delinquency.