Atos infracionais e delitos em contextos escolares em Belo Horizonte e em Bogotá

Abstract

In this study we do a deep research about the infractions and crimes that take place inside the schools of the cities of Belo Horizonte and Bogotá. In the case of Belo Horizonte, the infractions made from the selection of 582 lawsuits originated by crimes committed by adolescents in the state and county schools of the state capital between 2014 and 2015 were analyzed. Field work and contact with the numerous documents that constituted the files of the law procedures, based on the infractions committed by adolescents in the schools, allowed to identify the roles played by the police and the judicial agents in the procedures for the investigation of the infraction event and for the application, or not, of socio-educational and/or protection measures to the perpetrators of the offending acts. We make a documentary analysis of these processes following the suggestions of André Cellard (2008), who shows the techniques used to handle documents such as: describe how the document is organized; sort documents and create categories. The most important document found within the procedures was the Occurrence Bulletin. Through this, we note that a police officer, when answering a call from the school, carries with him a lens of his own, built from the training given in the National Secretariat of Public Security, which in turn is influenced by the Ministry of Justice. The inquisitive procedures used by the Police throughout the judicial process that the adolescent goes through; revolve around the need to arrive at the evidence of the evidence since she is the “soul of the process” (SENASP, 2019). With regard to the study of crimes committed by adolescents within the schools of Bogotá, Colombia, we relate the “Theoretical Framework” on the production of the theme in that country. There were three trends found in the material collected, one justified under the strong presence of violence within the school as a reflection of that violence experienced nationwide between the Revolutionary Forces (FARC-EP), paramilitary groups, drug trafficking groups and forces of security of the Colombian State. Another is that which is reflected in the crimes that occur in schools as a result of school dynamics; power relations, internal discrimination processes, racism and institutional sexism, etc. We also find a third aspect focused on the coexistence, learning and development of students’ socio-emotional capacities, not being born with them, it is the school that must consider the role of constituting the time and social space necessary to improve Educating these abilities.