Interações entre o centro de atendimento socioeducativo da fase e a cidade de Santa Maria/RS.

Abstract

The dissertation contributes to the debate on sustainable regional development, the right to the city, and socio-educational public policies, problematizing the relationship between urban space, socio-educational architecture, and the guarantee of rights. It starts from the assumption that Socio-Educational Assistance Centers are not merely technical structures for implementing measures provided for in legislation, but territorial devices crossed by power relations, control, and socio-spatial segregation. In this sense, the research seeks to understand how the location of the FASE Semi-Open Socio-Educational Assistance Center affects the interaction of users with the city of Santa Maria – RS. The specific objectives are: (a) to understand the historical process of the current location of the semi-open center in Santa Maria – RS; (b) to verify whether the center's location aligns with the guidelines of co-responsibility in socio-education and the guarantee of rights for adolescents in conflict with the law; (c) to analyze the relationships between the semi-open center and the neighborhood in its immediate surroundings; and (d) to analyze the flows of visitors, staff, and adolescents in conflict with the law in relation to the fulfillment of socio-educational measures. This is applied research, with an exploratory qualitative approach, anchored in the theoretical-methodological perspective of Michel Foucault. The investigation involved: an interdisciplinary bibliographic review; documentary analysis of thirteen regulatory frameworks (1969–2020); semi-structured interviews with the director, psychologist, staff member, and four institutionalized adolescents; exploratory walks and photographic records of the surroundings; and collection and analysis of secondary socio-demographic and territorial data. The analytical procedures combined content analysis, discourse analysis, and architectural and urban analysis. The results highlight tensions between the normative discourse of full protection and practices still marked by disciplinary devices and legacies of prison architecture. The location of the unit in a consolidated residential neighborhood favors accessibility and urban mobility but does not guarantee effective community integration. Challenges were identified related to territorial stigmatization, articulation with public facilities, and the maintenance of affective bonds, especially considering the regional scope of care. The analysis demonstrates that the territory operates as an active element in the socio-educational experience.