School and Institutional Support according to the Perception of Social Educators

Abstract

Based on the understanding that institutional care is an exceptional measure that seeks to guarantee the protection of children and adolescents whose rights have been violated, this article aims to present data from a cross-sectional, descriptive and qualitative-quantitative study carried out in this context. Its main objective was to identify the role of school and institutional care in the biopsychosocial development of adolescents, according to the perception of social educators at an institution aimed at this public. Semi-structured interviews based on open and closed questions were carried out with 5 social workers, on the basis of which data was collected on the profile of the participants, as well as information on the role of school in development; school learning, and prospects for the future of adolescents in care. The data was processed using the content analysis method. Among the main results, it was observed that school is seen as a fundamental space for promoting the integral development of adolescents, as well as providing feelings of belonging and prospects for the future. However, challenges have been identified that can impact on the experiences of these young people, such as feelings of insecurity, an accumulation of absences, truancy and difficulties with school performance. It is understood that problematizing this data is important, since school and foster care institutions can be seen as co-responsible for the social reintegration of these young people.