Pedagogia jurídica : representações sociais da pedagogia no judiciário estadual paraibano

Abstract

Training in Pedagogy is eminently aimed at working in schools. In recent decades, there has been a movement, arising from practice, of Pedagogy professionals working in non-school areas, such as hospitals, business and law, the latter being an emerging field that has been called Legal Pedagogy. It is in this new field of activity that the object of study of this doctoral research is located: the Social Representations (SRs) of Pedagogy within the Judiciary. The objective is to understand the SRs of pedagogues and other members of the interprofessional teams of the Paraiba State Judiciary (TJPB), considering that the SRs determine practices, behaviors, establish places and contribute to the formation of identities. The thesis argument is that the SRs regarding Pedagogy and the place of the pedagogue, associated with teaching and, therefore, with the school space, make it difficult to legitimize pedagogical knowledge in the Judiciary and the establishment of a professional identity distinct from teaching. The question that guided the research was: What SRs do pedagogues and other professionals who work in interprofessional teams at TJPB have regarding Pedagogy and how do these representations influence the constitution of professional identity and the field of Legal Pedagogy? A quantitative/qualitative method was used, with data collection carried out through an online questionnaire, with closed and open questions, applied with TJPB pedagogues, judge coordinators, psychologists and social workers. Using the Theory of Social Representations (TRS) as a theoretical-methodological tool, data analysis was carried out using the OpenEvoc software. The results indicated that the SRs highlight a central nucleus that reaffirms pedagogy as a practice linked to teaching and teaching in school spaces, limiting the understanding of the multiple possibilities of work in other contexts, such as the Judiciary, therefore compromising the consolidation of a multifaceted professional identity suited to contemporary demands. To promote changes in the SRs of Pedagogy and consolidate Legal Pedagogy, among other possibilities, it is essential to expand the symbolic capital of the profession in the Judiciary and incorporate contradictory practices that question and deconstruct traditional representations. Changing the SRs of Pedagogy requires a joint effort of training institutions, professional organizations, public policies and pedagogues themselves, who must act as agents of change and innovation in their practices. Only in this way will it be possible to expand the presence and recognition of Pedagogy in the Brazilian Judiciary, and to consolidate a new professional identity.