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The pedagogue plays an essential role in developing pedagogical practices in juvenile detention units. However, building significant work in the space of deprivation of freedom is challenging. This article aims to deal with the pedagogue’s role in social-educational units, highlighting the challenges and possibilities of the practices. To do so, exploratory research and bibliographic studies on the topic were carried out. The results point to issues related to initial training, the need to develop public policies and reflective pedagogical practices, and the construction of the Individual Plan of Attendance (PIA). We conclude that education is the individual’s right, besides contributing to freedom and social transformation. Therefore, the pedagogue’s performance must be guided by practices that do not reinforce marginalization and social exclusion.