Qualified listening and its relevance in the implementation of socio-educational measures

Abstract

This study aims to analyze qualified listening as a tool within social pedagogy for the planning and management of socio-educational measures. The specific objectives are: to assess its contribution to the development of a contextualized, Individual Care Plan; to investigate its impact on adolescent engagement; and to identify challenges and opportunities in the integration between the Unified Social Assistance System and the facilities responsible for implementing socio-educational measures. A qualitative case study was conducted at a Specialized Social Assistance Reference Center in the city of Macapá (Brazil). Data collectioninvolved two focus groups (seven adolescents and four professionals), semi structured interviews, and document analysis of 22 records. All sessions were recorded, transcribed, and analyzed using content analysis with data triangulation and intercoder reliability above 85%. Qualified listening facilitated the co-construction of care plans tailored to individual needs, as evidenced by the adolescents’ active participation in proposing activities and greater adherence to the Individual Care Plan. Participants reported feelings of relief and safety, along with strengthened bonds and team consensus on the importance of clear listening protocols. Gaps  were identified in the standardization of procedures and inter-institutional communication, alongside potential for expanding support networks. Qualified listening proved essential for the effectiveness of socio-educational measures by fostering youth protagonism, increasing plan adaptability, and strengthening support networks. The institutionalization of participatory listening protocols and ongoing professional training is recommended, as well as further research to consolidate restorative practices and ensure the sustainable social reintegration of adolescents.