Entre os muros e grades da prisão: o trabalho do professor que atua nas 'celas' de aula
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Data
2019-04-11
Autores
José, Gesilane de Oliveira Maciel
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese está vinculada a Linha de Pesquisa Políticas Públicas, Organização Escolar e Formação de Professores. Tem como objetivo investigar como ocorre o processo de trabalho e as condições sociais e materiais do docente que atua em escolas inseridas em prisões. Para alcançar o objetivo proposto, foram estabelecidos cinco eixos de análise, quais sejam: (i) investigar como se configuram o sistema prisional e o tratamento penal balizado pelos direitos humanos; (ii) analisar os principais documentos direcionados às políticas internacionais e nacionais a respeito da educação em prisões; (iii) identificar como se organiza a escola que atende unidades prisionais e as condições materiais e físicas para o desenvolvimento das atividades; (iv) analisar a função do professor e suas relações contratuais de trabalho; e, (v) avaliar o processo de formação docente que leciona para pessoas privadas de liberdade. Como lócus da pesquisa, delimitou-se o estado de Mato Grosso do Sul, com docentes que atuam com a educação de jovens e adultos em unidades prisionais de diferentes municípios. Trata-se de uma pesquisa qualitativa com abordagem investigativa, realizada por meio de entrevistas narrativas. Optou-se por essa metodologia visto que é um dispositivo que potencializa a compreensão das trajetórias pessoais e profissionais estabelecidas no interior do cárcere. O estudo mobiliza pistas de que o trabalho do educador desenvolvido no interior de estabelecimentos penais realiza-se em condições frágeis e inadequadas, tanto nos aspectos de formação, como na ampliação da jornada de trabalho sem o reconhecimento formal e a devida valorização do professor. Tais condições geram, por consequência, sensação de insegurança profissional e falta de perspectiva de ascensão na carreira. Assim, a pesquisa demonstra que a qualidade do trabalho pedagógico, depende, quase que exclusivamente, do interesse e compromisso político e social do professor. Este fato pode impedir que o profissional desempenhe plenamente seu papel, de modo a contribuir com a promoção de uma educação que atenda as necessidades formativas do estudante. Faz-se necessária, portanto, a implementação de políticas de formação adequadas e contextualizadas com a realidade do sistema prisional e dos alunos privados de liberdade, amparadas, sobretudo, por princípios democráticos, éticos e políticos, desatados do regulamento da lógica do capital e a favor da autonomia intelectual do professor.
This doctoral dissertation is linked to the research line named Research, Public Policies, School Organization and Teacher Training. The objective is to investigate the work process and the social and material conditions of the teachers that work at schools located in prisons. To reach the proposed goals, five analysis foundations were established: (i) investigate how the prison system works as well as the penal treatment based on human rights; (ii) analyze the main documents related to international and national policies concerning education in prisons; (iii) identify how schools that are located in prison units and their material and structural conditions are organized for the development of the activities; (iv) analyze the teachers’ roles and their work contractual relations; and (v) assess the process of teacher training for those who teach incarcerated people. The state of Mato Grosso do Sul was determined as research locus with teachers who work with young and adult education in prison units of different municipalities. This is a qualitative research with an investigative approach, carried out through narrative interviews. This methodology was chosen considering the fact that it enables the understanding of personal and professional trajectories inside the prison. The study shows clues that concern the work of the educator developed inside penal institutions and their fragile and inappropriate conditions, both in what comes to professional development and the increasing workload without a formal recognition and the value given to the teacher. Consequently, such conditions cause a feeling of professional insecurity and the lack of perspective of career growth. Therefore, this study shows that the quality of the pedagogical work depends, almost exclusively, on the interest and political and social commitment of the teacher. Consequently, this prevents the professional from developing his work which should concern the contribution to the promotion of education that meets student’s formation needs. Thus, it is necessary to implement policies for proper education, contextualized with the reality of the prison system and the incarcerated students, supported, above all, by democratic, ethical and political principles, separated from the regulation of the capitalist logics and in favor of an intellectual autonomy of the teacher.
This doctoral dissertation is linked to the research line named Research, Public Policies, School Organization and Teacher Training. The objective is to investigate the work process and the social and material conditions of the teachers that work at schools located in prisons. To reach the proposed goals, five analysis foundations were established: (i) investigate how the prison system works as well as the penal treatment based on human rights; (ii) analyze the main documents related to international and national policies concerning education in prisons; (iii) identify how schools that are located in prison units and their material and structural conditions are organized for the development of the activities; (iv) analyze the teachers’ roles and their work contractual relations; and (v) assess the process of teacher training for those who teach incarcerated people. The state of Mato Grosso do Sul was determined as research locus with teachers who work with young and adult education in prison units of different municipalities. This is a qualitative research with an investigative approach, carried out through narrative interviews. This methodology was chosen considering the fact that it enables the understanding of personal and professional trajectories inside the prison. The study shows clues that concern the work of the educator developed inside penal institutions and their fragile and inappropriate conditions, both in what comes to professional development and the increasing workload without a formal recognition and the value given to the teacher. Consequently, such conditions cause a feeling of professional insecurity and the lack of perspective of career growth. Therefore, this study shows that the quality of the pedagogical work depends, almost exclusively, on the interest and political and social commitment of the teacher. Consequently, this prevents the professional from developing his work which should concern the contribution to the promotion of education that meets student’s formation needs. Thus, it is necessary to implement policies for proper education, contextualized with the reality of the prison system and the incarcerated students, supported, above all, by democratic, ethical and political principles, separated from the regulation of the capitalist logics and in favor of an intellectual autonomy of the teacher.
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Palavras-chave
Educação em prisões, Trabalho docente, Educação de jovens e adultos, Entrevista narrativa, Education in prisons, Teacher’s work, Young and adult education, Narrative interview