Percepções de uma Supervisora de Ensino, sobre a escola numa Instituição Prisional: estudo de Caso
Carregando...
Arquivos
Data
2018-09-20
Autores
Mendes, Célia Maria Lopes
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo buscou descrever o cotidiano de uma escola na Penitenciária. Justifica-se a pesquisa pela falta de poucas informações sobre o assunto, quanto pela relevância social de estudos que contribuam para a compreensão de políticas públicas nos últimos anos, em funcionamento nas prisões brasileiras. O objetivo da pesquisa foi investigar e analisar quais são as políticas públicas educacionais que têm sido formuladas para as instituições prisionais no Estado de São Paulo. Como tem sido a implementação dessas políticas de educação na penitenciária. Por via de consequência, conhecer a implementação das políticas públicas educacionais no cotidiano dos alunos privados de liberdade, estudantes do Ensino Médio, na Penitenciária de um município paulista. Observando qual a importância da escola na vida desses alunos privados de liberdade; o currículo e as práticas pedagógicas desenvolvidas pelos professores que atuam na Penitenciária; como esses atoress veem a escola na Penitenciária, e quais são as expectativas de vida que os alunos possuem ao deixar à penitenciária. Para responder a essas questões foi elaborado um roteiro semiestruturado com entrevistas individuais com professores e alunos internos e observações durante as aulas. A metodologia utilizada no estudo é a qualitativa- Estudo de Caso. Os dados obtidos demonstraram que a educação para as pessoas privadas de liberdade é muito importante, dado a situação em que se encontram, fora do convívio social; embora a escola na prisão caminhe diante de algumas dificuldades, como: a falta de alunos em sala de aula, em algumas ocasiões, tendo em vista que o rigoroso sistema de segurança; alguns alunos frequentam a escola tendo como objetivo da remição da pena. Os professores também têm suas dificuldades, como: a falta de material didático, rigidez na segurança na penitenciária, o que, inclusive faz com que muitos alunos desistam de frequentar as aulas, por terem que passar por humilhações durante a revista, na entrada e saída da escola. Frente a este posicionamento, nem todo material didático que o professor leva para a escola é liberado para ser utilizado durante as aulas, há falta de equipamentos para utilizar metodologias e práticas de ensino diferenciadas durante as aulas, que permitam a interação e participação de todos os alunos. Todas essas dificuldades refletem nas decisões dos docentes para resgatar os alunos que precisam de ajuda, e de esforços numerosos e coletivos para não deixar o aluno por muito tempo em situações de abandono na sala de aula. As dificuldades são notadas dos dois lados, tanto de alunos quanto de professores. Consideramos que a reversão desses fatos só poderá ocorrer com o incentivo dos orgãos responsáveis pela educação nas prisões: o Governo do Estado São Paulo e a Secretaria Estadual de Educação. A educação na prisão, se considerada de forma adequada, como uma política pública emancipatória, mudaria a vida de muitos internos que não tem nenhuma perspectiva de vida social.
This study sought to describe the daily life of a school in the Penitentiary. The research is justified by the lack of information on the subject, and by the social relevance of studies that contribute to the understanding of public policies in recent years, operating in Brazilian prisons. The objective of the research was to investigate and analyze the public educational policies that have been formulated for prison institutions in the State of São Paulo. As has been the implementation of these educational policies in the penitentiary. Consequently, to know the implementation of educational public policies in the daily life of students deprived of their liberty, students of High School, in the Penitentiary of the city of São Paulo. Observing the importance of the school in the life of these students deprived of freedom; the curriculum and pedagogical practices developed by the teachers who work in the Penitentiary; how these actors see the school in the penitentiary, and what are the expectations of life that students have when leaving the penitentiary. To answer these questions, the semi-structured script was developed with individual interviews with teachers and internal students and observations during class. The methodology used in the study is the qualitative Case Study. The data obtained showed that education for people deprived of their liberty is very important, given the situation they are in, outside of social life; although the school in prison has some difficulties, such as: the lack of students in the classroom, on some occasions, given that the strict security system; some students attend school for the purpose of remission of the sentence. Teachers also have their difficulties, such as: lack of teaching material, rigidity in security in the penitentiary, which also causes many students to drop out of classes, having to undergo humiliation during the magazine, in and out of school. Facing this position, not all didactic material that the teacher takes to school is released to classes, there is a shortage of equipment to use different methodologies and teaching practices during classes, which allow the interaction and participation of all students. All these difficulties reflect in the decisions of the teachers to rescue the students who need help, and of numerous and collective efforts not to leave the student for long in situations of abandonment in the classroom. Difficulties are noted on both sides of both students and teachers. We believe that the reversal of these facts can only occur with the encouragement of the bodies responsible for education in prisons: the Government of the State of São Paulo and the State Department of Education. Prison education, if properly considered, as an emancipatory public policy, would change the lives of many inmates who have no prospect of social life.
This study sought to describe the daily life of a school in the Penitentiary. The research is justified by the lack of information on the subject, and by the social relevance of studies that contribute to the understanding of public policies in recent years, operating in Brazilian prisons. The objective of the research was to investigate and analyze the public educational policies that have been formulated for prison institutions in the State of São Paulo. As has been the implementation of these educational policies in the penitentiary. Consequently, to know the implementation of educational public policies in the daily life of students deprived of their liberty, students of High School, in the Penitentiary of the city of São Paulo. Observing the importance of the school in the life of these students deprived of freedom; the curriculum and pedagogical practices developed by the teachers who work in the Penitentiary; how these actors see the school in the penitentiary, and what are the expectations of life that students have when leaving the penitentiary. To answer these questions, the semi-structured script was developed with individual interviews with teachers and internal students and observations during class. The methodology used in the study is the qualitative Case Study. The data obtained showed that education for people deprived of their liberty is very important, given the situation they are in, outside of social life; although the school in prison has some difficulties, such as: the lack of students in the classroom, on some occasions, given that the strict security system; some students attend school for the purpose of remission of the sentence. Teachers also have their difficulties, such as: lack of teaching material, rigidity in security in the penitentiary, which also causes many students to drop out of classes, having to undergo humiliation during the magazine, in and out of school. Facing this position, not all didactic material that the teacher takes to school is released to classes, there is a shortage of equipment to use different methodologies and teaching practices during classes, which allow the interaction and participation of all students. All these difficulties reflect in the decisions of the teachers to rescue the students who need help, and of numerous and collective efforts not to leave the student for long in situations of abandonment in the classroom. Difficulties are noted on both sides of both students and teachers. We believe that the reversal of these facts can only occur with the encouragement of the bodies responsible for education in prisons: the Government of the State of São Paulo and the State Department of Education. Prison education, if properly considered, as an emancipatory public policy, would change the lives of many inmates who have no prospect of social life.
Descrição
Palavras-chave
Educação nas prisões, Políticas Públicas de Educação nas Prisões, Currículo, Education in prisons, Public Policies of Prison Education in Prisons, Curriculum