Formação pedagógica e profissional de adolescentes em conflito com a lei no centro socioeducativo de internação provisória da região dos cocais - MA

Abstract

This article analyzes the results of the Project-Based Learning (PBL) methodology in the development of professional and socio-emotional skills of adolescents in provisional socio-educational detention at the Centro Socioeducativo da Região dos Cocais in Timon-MA, Brazil. The investigation focused on the implementation of a Closed-Circuit Television (CCTV) system through a practical pedagogical intervention, materialized in a 40-hour qualification course. The initiative was made possible through an inter-institutional partnership between IEMA, ESMA/FUNAC, and the socio-educational unit. The general objective was to evaluate how the practice of installing and configuring security systems contributes to technical training and the resocialization process. The methodology adopted was qualitative action research (Thiollent, 2011), using initial diagnosis, field diary, and participant observation as instruments. The results demonstrated that the "learning by doing" strategy (Dewey, 2007; Bender, 2014) promoted the transition of young people from passive consumers to technology producers, increasing engagement and self-confidence. It was found that the acquisition of technical skills, such as cable crimping and NVR logical configuration, was accompanied by the strengthening of soft skills and the reframing of the adolescents' identity, replacing the stigma of "offender" with a professional self-image. The process culminated in the certification of all participants, aligning with the principles of Restorative Justice (Zehr, 2020) and highlighting the effectiveness of professional education as a tool for empowerment in the socio-educational system (Ramos, 2008; Julião, 2020).