O DIREITO À EDUCAÇÃO ESCOLAR PRISIONAL: UMA REALIDADE ENTRE GRADES

Abstract

This work is part of the research aimed at the universalization of basic education. The object of study is the analysis of the prisional school education developed at the Dona Lourdes Estivalete Teixeira State College (CEDLET), located at Odenir Guimarães Penitentiary (POG). It seeks to understand how the process of implementation of school education in this unit of the Prison Complex of Aparecida de Goiânia has taken place, as well as the contribution of CEDLET's school education to the process of humanization and emancipation of detainees. The theoretical basis is based on the analysis of the relationship between State and society, in the construction of public policies conducive to the universalization of basic education, in order to promote its implementation in areas of deprivation of liberty. In addition, it seeks to identify the role of prisons as total and social institutions, having as theoretical contribution the contributions of Goffman and Berger; Of Foucault, in disciplinary societies; And of Marx, in the relation education and work. Marxist categories were chosen, with work as an educational principle in the process of sociability of capital. The research is qualitative and quantitative and includes a study of CEDLET documents, procedures for the application of open and closed questionnaires, interviews, observation, mapping, field diary. It sought to unveil the existing contradictions about punishment as a pedagogical and social character and the process of schooling, humanization and emancipation in prisons. It was also sought to reveal the processes of the character of punishment as punishment and private revenge and imprisonment as a place of coercion and dehumanization. The survey found that education in the prison system has received a membership of less than 10% of the imprisoned population. Only 8.6% of POG's 3,955 prisoners are enrolled in CEDLET and only 4.1% attend regular classes. The school dropout rate reaches 45%. This is because the schedules of school education and work are coincident. Thus, work in the workshops is chosen to the detriment of education, since it allows the prisoner to have a remuneration, while the studies do not offer immediate financial gain. The Political Pedagogical Project is not in line with the national guidelines for the EJA Prisional and other guiding documents of the Education organization in the areas of deprivation of liberty. There are also insufficient investments to guarantee the implementation of a social quality public school in the prison system, with adequate physical space and adequate qualifications, since most of the teachers did not receive specific training to work with prison education and Are also taught outside of their area of qualification. In fact, it is concluded that there is still not enough compliance with the legislation. There is a lack of economic, social and political conditions to safeguard and enforce the right to social prison education with a view to humanizing and emancipating detainees.