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Identification data
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Summaries: themes and indications
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1. THESIS - Between the cell and the classroom: a study on the educational experiences of educators imprisoned in São Paulo State’s prison system. CARVALHO, Odair França de. Supervised by Selva Guimarães, from the Federal University of Uberlândia - UFU (2014) |
It reflects on the teaching identity of educators in prison and analyzes their conceptions, knowledge, and practices related to citizenship, education, and justice. The narratives reveal a different socioeconomic profile from the subjects who act as educators in prisons, who have generally undergone a religious conversion. It defends the construction of a specific EJA that considers the singularities of this space and the subjects, recognizing contradictions and valuing a liberating and emancipatory education. |
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2. DISSERTATION - Teaching work: doors open to the daily life of a prison school. VIEIRA, Elizabeth de Lima Gil. Supervised by Isabel Alice Oswald Monteiro Lelis. Pontifical Catholic University of Rio de Janeiro - PUC/RJ (2008) |
It investigates the knowledge, interactions, and skills used by teachers in the context of a prison school. It is considered that such space presents specificities both concerning the conditions for the exercise of the activity, as well as the object of work, the subject deprived of freedom. Although the teaching practice takes place in an unhealthy and unstable environment, together with emotionally committed students the teachers exercise their function with satisfaction, even with shortcomings in the initial training, absence of policies and the impact of prison rules. |
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3. DISSERTATION - The work of teachers in a space of liberty deprivation: continuing education needs. NAKAYAMA, Andréa Rettig. Supervised by Maria Hermínia Lage Fernandes Laffin, from the Federal University of Santa Catarina - UFSC (2011) |
It maps the continuing education needs of teachers based on the understanding of pedagogical practices, the relationship of the teacher, the students and the school with the penitentiary complex. It showed that the training demands are not restricted to issues directly related to how these spaces operate, as they involve comprehensive questions related to the particularities of the teaching work, its methodologies, evaluations, and fundamentals of EJA. |
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4. DISSERTATION - The exercise of teaching behind the bars: reflections on the practice of prison system educators in the state of São Paulo. MENOTTI, Camila Cardoso. Supervised by Elenice Maria Cammarosano Onofre, from the Federal University of São Carlos - UFSCar (2013ONOFRE, Elenice Maria Cammarosano; JULIÃO, Elionaldo Fernandes. A Educação na Prisão como Política Pública: entre desafios e tarefas. Educação & Realidade , Porto Alegre, v. 38, n. 1, p. 51-69, 2013.) |
It discusses the role of school and education in the view of imprisoned educators, the sense of teaching behind the bars and the well-being of teachers in prison. It points out that teaching behind the bars marks the lives of these imprisoned educators on the construction of their identity, the acquisition of new knowledge, the change of concepts and postures, improving their relationships inside and outside the walls, giving back their self-esteem.n |
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5. DISSERTATION - The teaching practice for youth and adults in the prison system: a study of the psychodynamics of work. BESSIL, Marcela Haupt. Supervised by Álvaro Roberto Crespo Merlo Federal University of Rio Grande do Sul (UFRGS) |
It investigates the teaching practice of EJA in the prison system, focusing on experiences of pleasure and suffering at work, based on the Psychodynamics of Work. The limitations of material resources and physical space open the possibility for the creativity of teachers. Pleasure is experienced by the recognition that students show about the work of teachers, and suffering occurs due to the prejudice that they suffer from society, from family members and colleagues for working in the prison space. It points out that the public policy of EJA in the prison system needs to consider the responsibilities of teachers, as the work performed can be a link for learning new knowledge and life perspectives. |
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6. DISSERTATION - Education in prisons: challenges and possibilities of teaching practiced in Manaus Prison Units. PRADO, Alice Silva do. Supervised by Maria Auxiliadora de Souza Ruiz Universidade Federal do Amazonas (2015) |
It raises issues and possibilities regarding the provision of education in prisons in the capital of Amazonas. From the bibliographic references, the speeches of teachers and students in a situation of deprivation of liberty, it was observed that the future perspectives related to teaching in these units tend to bring significant changes for the prison population and society in general, since that there is a commitment on the part of the agents involved in the educational process aimed at inmates. |
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7. DISSERTATION - Constitution process of the professional identity of teachers in the school education of a prison unit in Minas Gerais. DUARTE, Alisson José Oliveira. Supervised by Helena de Ornellas Sivieri Pereira, from the Federal University of Triângulo Mineiro (2017) |
It verifies, with investigations in the field and interviews with five teachers and the school principal, that: singularities of the prison space effect changes in the professional identity due to the Teacher/student relationship which constitutes their self-image, self-esteem, and professional achievement; it gives identification to the other and the feeling of incomprehension, they feel devalued by the social representation of prisons; the “Specificities of the teaching profile” demonstrate unique qualities and experiences. |
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8. DISSERTATION - School education in prison: the meanings and senses of teachers who work in penal units in Corumbá, Mato Grosso do Sul. BARCELOS, Clayton da Silva. Supervised by Tiago Duque, from the Federal University of Mato Grosso do Sul (2017) |
It identifies the meanings and senses that teachers of the penal system give to school education. Based on ethnographic research and interviews with 15 teachers, it problematizes the symbolic boundary between the cell and the classroom, when (re)learners seem to stop being seen as prisoners and become students. It points out the need to offer teachers better conditions for work (not by temporary contracts) and adequate training. It presents how the discipline imposed on students enables schooling in prisons, although the search for redemption and the lack of structure hinder the legitimacy of the educational process. |
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9. School education in prison in the view of teachers: a gap between what is proposed and what is lived ONOFRE, Elenice Maria Cammarosano. (Federal Univesity of São Carlos - UFSCar) Reflexão & Ação (2009) |
It is evident from the voices of teachers that, although the prison is pointed out as a space for re-education and re-socialization when building an experience anchored in the authoritarian exercise of power and domination, relationships socialize in delinquency. Despite this, school is for them one of the institutions that best fulfills the task of offering possibilities in this direction. |
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10. Policies for training educators in areas of restriction and deprivation of liberty ONOFRE, Elenice Maria Cammarosano (Federal Univesity of São Carlos - UFSCar) Revista Eletrônica de Educação (2013) |
It analyzes the role of the school in prison and training activities with educators who work in freedom deprivation places. It notes the complexity of the educational phenomenon and the necessary training of the teacher in addition to specific content since it must appropriate the singularities of daily life and the motivations of young people and adults because it builds with them a life project that favors their social (re)insertion. |
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11. EJA training actions in prisons: what do teachers in Ceará’s prison system think? ANDRIOLA, Wagner Bandeira (Federal University of Ceará - UFC) Educação & Realidade (2013) |
Reports the main EJA actions that are developed with professionals from the Prison System in Ceará. Currently, in Brazil, there are only two training actions for teachers in the Prison System, at the level of specialization, one of which is carried out in Ceará. |
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12. The work of teachers in a space of liberty deprivation. LAFFIN, Maria Hermínia Lage Fernandes and NAKAYAMA, Andréa Rettig (Federal University of Santa Catarina - UFSC) Educação & Realidade (2013) |
In a study with teachers who work at the Supplementary School of the Penitentiary in Florianópolis, it seeks to highlight demands for continuing education in the face of the activities of educators, especially those related to particularities of these spaces, the methodologies, the way of understanding the students, the relationship with other professionals and fundamentals of EJA. |
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13. Adoption of Arrested Citizens and Training of Prison Teachers: Political Fraternity Actions and Rights, bringing the university extension of ASCES and UFPE closer to the agreste in Pernambuco. JORDÃO, Maria Perpétua Socorro Dantas. (Associação Caruaruense de Ensino Superior - ASCES); WANDERLEY, Paula Isabel Bezerra Rocha. (Federal University of Pernambuco - UFPE) Revista Eletrônica de Educação (2014) |
Evaluates the impacts of two extension projects - Legal Adoption of Prisoners (ASCES) and Teacher Training for the Penitentiary System (UFPE). The actions are carried out involving broad participation by civil society; the works are presented in the form of training meetings with teachers, lectures, and debates with inmates and activities mediated by playful elements. Political fraternity appears as a theoretical reference in the work with teachers and in stimulating relations between the subjects involved in the concern with the formation of civilizing values that are based on the dignity of free or incarcerated people. |
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14. Pedagogist training and education in prisons: reflections on an experience PENNA, Marieta Gouvêa de Oliveira; CARVALHO, Alexandre Filordi de; NOVAES, Luiz Carlos (UNIFESP) Caderno CEDES -UNICAMP (2016) |
It questions the educator’s training, having as reference the guidelines that head and organize the Pedagogy course and the offer of EJA in penal establishments. It proposes a theoretical-critical debate around the limits and possibilities involved in teaching in penitentiary establishments, as well as the conditions for hiring teachers in the state of São Paulo. It points out an innovative experience of Unifesp in the pedagogue’s training, from a critical perspective. |
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15. The Teaching Practice for Youth and Adults in the Prison System: a Study of the Psychodynamics of Work. BESSIL, Marcela Haupt and MERLO, Álvaro Roberto Crespo (UFRGS) Rev. School and Educational Psychology - USP (2017) |
It seeks to understand the dynamics of pleasure and suffering, in the light of Psychodynamics at Work, of the activities performed by EJA teachers in prisons. It points out that there is interference from the organization of establishments in teaching activities. It emphasizes the importance of thinking about the teacher’s responsibilities towards this population deprived of liberty. |
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16. Teaching work in prisons: considerations about training. AMORIM-SILVA, Karol Oliveira de; ANTUNES-ROCHA, Maria Isabel Antunes (UFMG) Trabalho & Educação - UFMG (2017) |
It tries to apprehend what education in prisons is through the social representations of educators in training. The absence of initial and continuing teacher training challenges the construction of a contextualized educational practice that considers the specificities of inmates. On the other hand, starting from the assumption of work as an educational principle, it is known that teachers construct knowledge through practice and experience. |
