O visível e o quase invisível: uma pesquisa acerca das interações entre adolescentes e agentes em unidades do socioeducativo de Belo Horizonte

Abstract

In this work, I try to understand how and what factors interfere in the interaction between adolescents and agents in socio-educational units in Belo Horizonte. I also seek to understand how the interactions act in the (re)production of stigmas and to identify the outlets constructed by the adolescents in response to the interactions. Like any other place, juvenile detention centers are not exempt from social discourse and the countless patterns of behavior that reproduce and update various social situations. Therefore, there are a number of factors related to the institution, adolescence, social and legal discourses that interfere in the relationships and work of the entire socio-educational community. I would draw attention to the dynamic and complex structure of the interactional process, which encompasses a variety of agreements and conflicts that the subjects seem (un)aware of. In particular, the existence of arrangements capable of concealing a great capacity for coercion, control and dissemination of discourse. Understanding that routine sometimes makes it difficult to recognize that certain practices reinforce-perpetuate certain certainties arising from social representations that are less and less contested, I defend the need to think about practice because reflecting on practice teaches us that the way we carry out our work and understand the circumstances are part of the context of social practice. Recognizing that every subject is social, I maintain that adopting a non-indifferent position ensures that we deal with the similarities and differences between subjects and that this understanding is a methodological and ethical position that requires an effort of self-reflection and detachment. The discussions and analyses are based on the adolescents' speeches collected during the workshops and conversations held via the Youth Mobilization and Participation Commission of the Permanent Forum of the Socio-Educational System. In them, I point out that representations and stigmas are activated automatically and that a virtual stigmatized social identity is not exclusive to black, peripheral and sheltered youths, because what is at stake is the social meaning given to the black body. Discourse appears as the main factor of interference, through which power relations, laws, ideologies, etc. are established, propagated and disseminated. Along the way, it becomes clear that control is not limited to discourse, as there are other methods of control. Thus, I carry out a topography of other processes, their effects and show the marks of necropolitics. Finally, I formalize the conversation-workshop as a working, research and intervention methodology. The atelier-conversation is an interlocution between conversation and the atelier, devices used by psychoanalysis and education. It is a methodology that relies on the word, with listening guided by floating attention, with the support of objects, the “various” and space. A listening device that dialogues with the complexities of the analytical experience in contexts involving socio-education.