A internação juvenil e seus reflexos no desenvolvimento psicológico: uma investigação transdisciplinar sob a égide do ECA

Abstract

This research undertakes a critical and transdisciplinary examination of the socio-educational measure of institutional confinement, structured around three interrelated axes: (1) the historical and normative contextualization of confinement in Brazil, grounded in the Brazilian Child and Adolescent Statute and in the legal-institutional trajectory of public policies aimed at childhood and youth; (2) an analysis of the contributions of Developmental Psychology—particularly the works of Vygotsky, Erikson, Piaget, and Bronfenbrenner—for understanding the psychological and social effects of liberty deprivation during adolescence; and (3) a critical assessment of the current conditions of detention units, based on recent empirical data, especially from the 2024 National Survey of SINASE (National System of Socio-Educational Services), seeking to expose the tensions, limitations, and contradictions between normative principles and their concrete implementation. In conclusion, the study articulates the findings from the three analytical fronts and argues that a significant disjunction persists between the normative ideals and the lived realities of institutional confinement within Brazil’s socio-educational system, revealing substantial challenges to the effective implementation of this measure in accordance with the current legal framework and the most authoritative theoretical perspectives.