The socioeducational system still bears assistential-repressive legacies of the minorist legislations, which directly affect the policies regarding this service for adolescents, although current legislation reaffirms its pedagogical character. Regarding critics about the socioeducational system, and specifically analyzing the state of Rio de Janeiro, it is observed that the performance of socioeducational agents has been the subject of constant denunciations. As a result, these professionals are still marked by essentialist discourses that reduce them to violations of the rights of adolescents on socioeducational measure of incarceration. From an Intervention research in a temporary incarceration unit in the state of Rio de Janeiro, this dissertation aims to discuss the practice of such actors and the institutions, which are in between educational discourses and repressive practices. Given this context, we investigated how the agents perceive their role, construct their daily practices. In addition, it was aimed to identify the possibilities of rupture of established relations. To investigate the work of these professionals is also to think about the challenges for a change of the paradigms that constitute the socioeducative system nowadays, what elicits the relevance of such research. For its analysis, the study resort to contributions on Institutional Analysis and Psychology of Difference. In addition to the stigma these professional carry, the research reaffirms their discourses / practices as modulations of institutional logic and a policy directed at adolescents accused of illicit practices.