The practice of reflexive drug groups as a possible strategy for reducing risks and harm.

Abstract

A ado??o de medidas alternativas para usu?rios de drogas previstas na Lei n? 11.343/2006 exige reflex?o sobre estrat?gias que possibilitem interven??es educativas voltadas para redu??o de riscos e danos. A partir da oferta de espa?o dial?gico, esta pesquisa objetivou produzir novos conhecimentos para profissionais que atuam com grupos reflexivos sobre drogas. Trata-se de estudo qualitativo, realizado com profissionais que conduzem grupos reflexivos na cidade de Belo Horizonte (MG), composto por entrevistas individuais e grupo focal, seguido de reuni?es para discuss?o do material produzido. As percep??es advindas das pr?ticas realizadas, acrescidas de elementos te?ricos e metodol?gicos, favoreceram a interven??o dos profissionais, com aumento na autonomia e responsabiliza??o dos usu?rios, possibilitando melhor enfrentamento da quest?o. Conclui-se que as pr?ticas de medidas socioeducativas de interven??o n?o devem ser limitadas ao aspecto penal. A educa??o dial?gica est? comprometida com a constru??o da autonomia do usu?rio, posicionando-se como alternativa ao reducionismo e pr?ticas morais.The adoption of alternative measures for users of drugs provided by Law 11.343 / 2006 requires consideration of strategies that allow educational interventions aimed at reducing risk and damage. As from the offering of a dialogic space, this research aimed to produce new knowledge for professionals who work with reflective groups about drugs. It is a qualitative study involving professional that coordinate reflective groups in the city of Belo Horizonte (MG), composed of individual interviews and focus group training followed by meetings in order to promote feedback of the material obtained. Perceptions arising from the practices carried out plus theoretical and methodological elements favored the intervention of professionals, increasing autonomy and accountability of users and enabling better management for the issue. We conclude that practices of socio-educational intervention measures should not be limited to the criminal aspects. The dialogic education is committed to building more autonomy, positioning itself as an alternative to reductionism and moral practices