The proposal that constitutes the Course Conclusion Paper - TCC, entitled: "The production of
socio-educational policies in Brazil and its implications in the discussion on education, human
rights and the identity of minor offenders", has as its central objective to understand the
historical and socio-educational construction of policies and practices aimed at socioeducational assistance to minor offenders, taking into account the discussions on education as
a process of social transformation. Therefore, we opted for the qualitative research by Rey
(2005). As for qualitative research, Rey states that this methodological approach “[...]
represents a permanent process, within which all decisions and methodological options are
constantly defined and redefined during the research process itself” (2005 p. 81). The
instrument for the production of the work in question appropriates the literature review,
following the data collection parameters listed by Severino (2007). Education as a basis for the
process of social reintegration of these minors who entered the context of marginality and
criminality, has as social and political functionality, not only the reception, but the role of
transforming and empowering the minor offender subject. Social education then becomes a
pedagogical element of social, educational and citizen formation. In this sense, empowerment
based on the real life aspects of these subjects allows educators to act through everyday
elements that involve political and academic knowledge as a structure for their pedagogical
practice. Understand and perceive these subjects (minor offenders) as subjects of rights, able
to look at their way of life (race, social class, family context) and, at the same time, at the social
intricacies that make up their living and being in the world , in society allows the educational
context to enable new social identities for these subjects. Therefore, articulated education and
discussions on human rights as a process of citizen education, transformed, and equity, allowed
us to look at public policies that directly and indirectly infer in the context of socio-educational
care as an instrument that standardizes, normalizes and also produces elements of social
reintegration as an act of resistance and social transformation both for minor offenders and for
society itself.
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