Entre grades: o trabalho do professor na prisão
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Data
2019-10-10
Autores
Ercolano, Ruchelli Stanzani
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa pretendeu investigar o trabalho de professores que atuam na educação escolar em prisão, a fim de (re)conhecer os aspectos constituintes do cotidiano de trabalho desses professores. Nesse sentido, este trabalho identificou os aspectos potencializadores e limitadores da atividade docente de modo a apoiar não somente a reflexividade e a apropriação dos conhecimentos sobre a atividade laboral, mas também com vistas ao aprimoramento e à transmutação do trabalho por ação do próprio profissional. Os dados foram obtidos juntamente a dois professores vinculados a uma escola técnica do Centro Paula Souza e que lecionam em penitenciária de uma cidade média do interior paulista, a partir do método interventivo e de coanálise do trabalho, a instrução ao sósia, criado por Ivar Oddone em 1970 e aperfeiçoado pela Clínica da Atividade, cujo principal representante é Yves Clot. A aplicação da instrução ao sósia se deu basicamente pelo diálogo estabelecido entre pesquisadora e professor em que a primeira assumiu o papel de sósia que deveria substituir o docente em um dia de trabalho, enquanto o último teve a função de instruir a pesquisadora acerca de suas ações laborais diárias abordando as minúcias do seu trabalho a fim de que, ao transformar a sua atividade em linguagem, o professor redescobrisse e examinasse, de maneira diferente, seu trabalho. Assim sendo, essa investigação oportunizou aos professores um espaço em que pudessem falar sobre seu trabalho, de forma individual e coletiva, de modo a refletir sobre suas práticas, compartilhar sentimentos e afetos, socializar saberes, identificar facilidades e dificuldades, além de fortalecer o gênero profissional, enfatizando a importância das construções coletivas. Foram identificadas nove categorias analíticas, as quais emergiram da literatura examinada e do campo de pesquisa que envolveu o trabalho de professores na prisão, sendo elas: prescrições documentais relativas ao trabalho docente na prisão; a socialidade e a cultura carcerária; a identidade de camaleão; a relação professor-aluno; o ethos do capitalismo e o seu discurso dominante; o trabalho estranhado; o real da atividade: o trabalho docente entre grades; encontro de experiências: a ampliação do poder de agir e a revitalização do gênero profissional; e impressões e considerações sobre o dispositivo metodológico de instrução ao sósia. Portanto, este estudo tencionou contribuir com o trabalho dos professores na prisão no sentido de torná-los conscientes e empoderados de sua atividade laboral, conseguindo visualizar diferentes modos de executar a mesma tarefa; oferecer oportunidade para analisar, repensar, reconsiderar e reorganizar o seu trabalho; ampliar o poder de agir dos professores a partir do reconhecimento do trabalho para além do plano realizado; promover transformação do trabalho no modo de ver, perceber e experienciar, além de ter acesso ao real da atividade pela reconfiguração daquilo que não foi executado. Por fim, pode-se afirmar que a pesquisa apontou para a necessidade de considerar o ensino escolar nas prisões como aquele que leve em conta o caráter permanente da educação e o contínuo processo de formação humana, apoiando a humanização, a valorização e emancipação dos sujeitos.
This research aimed to investigate the work of teachers in the prison school educational system, in order to acknowledge or reaffirm the constituent aspects of these teachers' daily work. In this sense, this study identified the potentiality and limiting aspects of teaching, in order to support not only the reflexivity and the appropriation of knowledge about work ethic, but also viewing at improving and transmuting work by the professional himself. The data was obtained jointly with two teachers who are connected to a technical school the Paula Souza Center and who teach in a penitentiary of an average city in the state of São Paulo, from the interventional and co-analysis method of research, the instruction to the double, created by Ivar Oddone in 1970 and perfected by the Activity Clinic, whose main representative is Yves Clot. The application of instruction to the double was basically due to the dialogue established between researcher and teacher in which the former assumed the role of double that should replace the teacher in a work day, while the latter had the function of instructing the researcher about his daily work activities by addressing the minutiae of his work, so that by transmitting his activities through spoken directions, the teacher rediscovered and examined his work differently. Thus, this investigation provided teachers with a space where they could talk about their work, individually and collectively, in order to reflect on their practices, share feelings and affections, socialize knowledge, identify facilities and difficulties, strengthen the professional gender emphasizing the importance of collective constructions. Nine analytical categories were identified which emerged from the literature reviews and the research field that involved the work of teachers in the prison system, as follows: documentary prescriptions concerning teaching work in prison; society and prison culture; the identity of chameleons; the teacher-student relationship; the ethos of capitalism and its dominant discourse; strange work; the real activity: teaching between grids; encounter of experiences: the expansion of the power to act and the revitalization of the professional gender; and impressions and considerations on the methodological device of instruction to the double. Therefore, this study intended to contribute to the teachers' work in prison in order to make them aware and empowered of their work being able to visualize different ways of performing the same task; provide an opportunity to review, rethink, reconsider and rearrange their work; expand teachers' power of action by recognizing their work beyond the plan undertaken; promote transformation of work in the way of seeing, perceiving and experiencing work and having access to the reality of the activity by reconfiguring what was not performed. Finally, it can be stated that the research pointed to the need to consider school teaching in prisons as one that takes into account the permanent character of education and the continuous process of human formation, supporting the humanization, valorization and emancipation of the subjects.
This research aimed to investigate the work of teachers in the prison school educational system, in order to acknowledge or reaffirm the constituent aspects of these teachers' daily work. In this sense, this study identified the potentiality and limiting aspects of teaching, in order to support not only the reflexivity and the appropriation of knowledge about work ethic, but also viewing at improving and transmuting work by the professional himself. The data was obtained jointly with two teachers who are connected to a technical school the Paula Souza Center and who teach in a penitentiary of an average city in the state of São Paulo, from the interventional and co-analysis method of research, the instruction to the double, created by Ivar Oddone in 1970 and perfected by the Activity Clinic, whose main representative is Yves Clot. The application of instruction to the double was basically due to the dialogue established between researcher and teacher in which the former assumed the role of double that should replace the teacher in a work day, while the latter had the function of instructing the researcher about his daily work activities by addressing the minutiae of his work, so that by transmitting his activities through spoken directions, the teacher rediscovered and examined his work differently. Thus, this investigation provided teachers with a space where they could talk about their work, individually and collectively, in order to reflect on their practices, share feelings and affections, socialize knowledge, identify facilities and difficulties, strengthen the professional gender emphasizing the importance of collective constructions. Nine analytical categories were identified which emerged from the literature reviews and the research field that involved the work of teachers in the prison system, as follows: documentary prescriptions concerning teaching work in prison; society and prison culture; the identity of chameleons; the teacher-student relationship; the ethos of capitalism and its dominant discourse; strange work; the real activity: teaching between grids; encounter of experiences: the expansion of the power to act and the revitalization of the professional gender; and impressions and considerations on the methodological device of instruction to the double. Therefore, this study intended to contribute to the teachers' work in prison in order to make them aware and empowered of their work being able to visualize different ways of performing the same task; provide an opportunity to review, rethink, reconsider and rearrange their work; expand teachers' power of action by recognizing their work beyond the plan undertaken; promote transformation of work in the way of seeing, perceiving and experiencing work and having access to the reality of the activity by reconfiguring what was not performed. Finally, it can be stated that the research pointed to the need to consider school teaching in prisons as one that takes into account the permanent character of education and the continuous process of human formation, supporting the humanization, valorization and emancipation of the subjects.
Descrição
Palavras-chave
Psicologia Social, Educação de adultos, Professores, Prisão