Abstract:

The goal of this study was to analyze a project developed in six cities, in the state of Paraná, Brazil, such project aimed to prepare teenagers for the labor market, who were in the compliance system of the socio-educational intervention (SEI), which is understood as transgression of the law and social norms, created by the authorities, which, with all peculiarities, cannot be treated as a crime. In these cases, Socio-educational interventions were applied, but from a pedagogical view, based on building values for social interaction and internal reflection on the infraction committed.

This program started in 2014, on semiannual basis, and continued with new classes every year, following three lines of interventions:
A) Support that adolescents in compliance with SEI can have the opportunity to enter the labor market;
B) Enable adolescents in an educational dropout situation to perceive the importance of formal Education for their personal and professional development, and
C) Reduce the incidence and recurrence of such infractions.

The Brazilian children and teenager’s Statute, called ECA, considers teenagers the person aged between 12 and 18 years old. Teenagers are prone to commit infractions, especially in a situation of social vulnerability, which is a complex and multidetermined phenomenon, it is not only determined by low or no income, but also includes the weaknesses of affective-relational behaviors, as well as inequality of access to public resources and services. Also, the risk factors for vulnerability such as: low schooling; aggressive or conflicting family relationships; use of psychoactive substances; absence or lack of financial resources, health services, as well as poor professional expected outcome. Also, other determinants and indicators of suffering, that affects mental health of teenagers are: shyness, poor social interaction, agitation, aggressiveness, poor schooling performance, Illicit drugs, among others.

The method for executing this project consisted of a teaching format focused on total development, with two modules created: self-knowledge (Vocational Guidance) and vocational training (classes, workshops, and technical visits). The approach was interdisciplinary and interinstitutional, communication was supported between the community and the institutions (trade association, industrial association, rotaries, higher education institutions, education chairperson, employment agencies, among others).

Through training courses, they sought to enable teenagers, who committed such infractions, knowledge, in addition to psychological and professional support, so that they can not only enter the labor market, but also rewrite their life and professional history.

The first results indicated that there was a reduce in cases from 164 in 2014 to 46 in 2019. It is to point out that every infraction corresponds to a different prosecution, even if it was executed by the same person. This project reduced the incidence and re-incidence of infractions. Those teenagers initially showed little knowledge about their competences. After vocational guidance, they demonstrated increased care with appearance, and increased self-esteem as well as self-confidence. Many teenagers in the study managed to get employed, others joined the military, or were admitted into technical schools or universities.

Keywords:

Socio-educational, vocational training, labor market, adolescents.