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Ensaio: Avaliação e Políticas Públicas em Educação

versão impressa ISSN 0104-4036versão On-line ISSN 1809-4465

Resumo

BORBA, Patrícia Leme de Oliveira; LOPES, Roseli Esquerdo  e  MALFITANO, Ana Paula Serrata. Pedagogical paths of offending teens: grants for rethinking educational policies. Ensaio: aval.pol.públ.Educ. [online]. 2015, vol.23, n.89, pp.937-963. ISSN 0104-4036.  http://dx.doi.org/10.1590/S0104-40362015000400006.

This article highlights the debates surrounding the educational trajectories of adolescents who commit offenses. It draws on the analysis of school data regarding young school dropouts who have records under the social justice system, in a medium-sized city in the state of São Paulo between 2001 and 2009. Data from 2969 school reports were analyzed descriptively, with the cross-comparison of different variables. The study indicates that the young residents of low income neighborhoods attended by public schools, and school life indicating low grades, absences, discrepancy between grades and age, high turnover within and among schools, are the most likely to get into the justice system, and a high turnover within and among schools. This is a result of inadequate protection and training provided by the Brazilian state and society. The present study discusses grants intended to promote the creation and implementation of public policies, particularly educational policies, aimed at helping vulnerable young people.

Palavras-chave : Adolescence; Youth; Public school; Offenses.

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