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vol.24MEDIATION IN THE CLASSROOM IN THE CONSTRUCTION OF KNOWLEDGE IN INCLUSIVE SCHOOLSTHE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOL: THE BEGINNING OF STUDY ACTIVITIES author indexsubject indexarticles search
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Psicologia Escolar e Educacional

On-line version ISSN 2175-3539

Abstract

MOREIRA, Jacqueline de Oliveira et al. SCHOOL AMBIVALENCE AND ADOLESCENT OFFENDERS. Psicol. Esc. Educ. [online]. 2020, vol.24, e195027.  Epub May 18, 2020. ISSN 2175-3539.  https://doi.org/10.1590/2175-35392020195027.

We propose a reflection about the ambivalence of the school about adolescents with infringing trajectory. Our problem is to demonstrate how the school operates as a place of exclusion, operating from the segregated logic of cultural privilege. The method was a critical review of the scientific production of psychology and sociology, using as descriptors “education” and “adolescent in conflict with the law” on the SciELO and Pepsic platforms. In the results, we found that school dropout rates coincide with the entry of adolescents’ trajectory in the criminal context, strengthening stigma and exclusion. We ask if even exclusionary and so precarious would this formal school not be better than the non-school. After analyzing the literature, we defend the hypothesis that the school can function as a loop that offers a point of support, protection and reference for adolescents with an infringing trajectory, even though its model is anachronistic in relation to the effective exercise of this possibility.

Keywords : school; adolescent; delinquency.

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