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O presente estudo intitulado Educação Prisional - análise das práticas escolares
numa instituição prisional feminina traz à discussão o entendimento da problemática: Num
estabelecimento prisional as práticas escolares são similares às práticas das de “fora” das grades
ou apresentam especificidades? Com base nesse questionamento foram formuladas hipóteses
da existência de especificidades nas práticas escolares dentro do sistema prisional, e a
facilitação da prática do ensino pelo relacionamento entre o docente e a discente reclusa, por se
tratar de uma organização complexa, cujo o tipo de poder é coercitivo, onde as reclusas são
submetidas ao controle-obediência (terror da punição). O objetivo básico consistiu na análise
das práticas escolares na escola prisional feminina do Distrito Federal. Para sustentação teórica
buscou-se discutir desde as leis que preveem as garantias dos direitos dos presos à educação,
até o que de mais atualizado a respeito do tema está sendo produzido e publicado por autores
nacionais e estrangeiros. Na abordagem metodológica utilizou-se do estudo de caso e análise
de conteúdo para a coleta dos dados, sendo realizada a uma análise interpretativa-qualitativa,
referenciada por eixos temáticos e categorias centrais. Na técnica de pesquisa foram utilizados
Questionários (questões abertas e fechadas) e Entrevista semiestrutura. Por fim, os resultados
apontam que mesmo com a hostilidade da prisão, a educação escolar da unidade prisional
pesquisada pode efetuar transformações significativas no cotidiano das estudantes, uma vez que
a relação pedagógica se baseia, independente do espaço em que a escola esteja inserida, na
forma de diálogo de interação com o outro, apoiada na relação de respeito e de confiança entre
o professor e as estudantes/reclusas.
The present study entitled Prison Education - analysis of school practices in a female prison institution brings to the discussion of the question: In a prison establishment are school practices similar to the practices of “outside” the bars or do they present specificities? Based on this questioning, hypotheses were formulated about the existence of specificities in school practices within the prison system, the facilitation of teaching practice through the relationship between the teacher and the prisoner student, as it is a complex organization, whose type of power is coercive, where prisoners are subjected to control-obedience (terror of punishment). The basic objective was the analysis of school practices in the women's prison school in the Federal District. For theoretical support, we sought to discuss everything from the laws that provide for the guarantees of the rights of prisoners to education, to the most up-to-date on the subject being produced and published by national and foreign authors. In the methodological approach, a case study and content analysis were used for data collection, with an interpretative-qualitative analysis, referenced by thematic axes and central categories. Questionnaires (open and closed questions) and semi-structured interviews were used in the research technique. The results point out that even with the hostility of the prison, the school education of the researched prison unit can effect significant changes in the students' daily lives, since the pedagogical relationship is based, regardless of the space in which the school is inserted, in form of interaction dialogue with the other, supported by the respect and trust relationship between the teacher and the students / prisoners.
The present study entitled Prison Education - analysis of school practices in a female prison institution brings to the discussion of the question: In a prison establishment are school practices similar to the practices of “outside” the bars or do they present specificities? Based on this questioning, hypotheses were formulated about the existence of specificities in school practices within the prison system, the facilitation of teaching practice through the relationship between the teacher and the prisoner student, as it is a complex organization, whose type of power is coercive, where prisoners are subjected to control-obedience (terror of punishment). The basic objective was the analysis of school practices in the women's prison school in the Federal District. For theoretical support, we sought to discuss everything from the laws that provide for the guarantees of the rights of prisoners to education, to the most up-to-date on the subject being produced and published by national and foreign authors. In the methodological approach, a case study and content analysis were used for data collection, with an interpretative-qualitative analysis, referenced by thematic axes and central categories. Questionnaires (open and closed questions) and semi-structured interviews were used in the research technique. The results point out that even with the hostility of the prison, the school education of the researched prison unit can effect significant changes in the students' daily lives, since the pedagogical relationship is based, regardless of the space in which the school is inserted, in form of interaction dialogue with the other, supported by the respect and trust relationship between the teacher and the students / prisoners.
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Palavras-chave
Educação prisional Poder coercitivo Organizações complexas Prison education Coercive power Complex organizations