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Debates: about the role of school and adult educators in prisons

Francisco José Scarfó Maria Eugenia Cuellar Deborah Sabrina Mendoza About the authors


When a minimal characterization of the teaching role is done in prison public education, based on the emerging pedagogical professional role and especially the adaptability and/or contextualization of education as a human right, it is crucial to reflect on training and selection of educators regarding a number of key components, mainly two: the conditions of appropriation from the learner's perspective (in our case a young adult deprived of his/her freedom), and the characteristics of specific situations in which teaching takes place, depending on the specific contexts of action (i.e. the prison).

School in prison; Teacher training; Education as a right

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