A Educação nas Prisões: um estudo sobre a perspectiva de Emancipação Humana.

Abstract

The work presented here focused on the analysis of the educational practice present in the Education of Young and Adults (EJA) of the Brazilian Prison System, having as a cut the educational context of the Paraná State Penitentiary System in the period from 2012 to 2017. The School Education Project for the Brazilian penitentiaries brings in the ambition the intention of ressocializar the distressed by means of an emancipatory education, that develops them cognitive and socially. In this sense, the official documents on Education in prisons affirm and emphasize the emancipatory character of education. However, in view of prison reality, it is found that school education is relegated to the background, labor and social relations maintain an authoritarian, alienating and sometimes degrading practice, while data on re-socialization point to failure , since recidivism rates reach 70-80% in Brazil. According to Infopen (2015) data, within five years only 20-30% of former detainees have not returned to prisons. With the purpose of understanding the limits and possibilities of emancipatory education in the areas of deprivation of liberty, in a contrastive analysis, we sought to analyze what the official documents on Emancipatory Education and educational practice say within the prisons of Paraná. Based on bibliographic and documentary sources, we examine the theoretical, historical and legislative foundations of criminal punishment and Prison Education, as well as the different conceptions of emancipatory education, among which is presented in the documents that guide the EJA as a modality of teaching in the Prison System. Through a historical reflection, we tried to understand the process of implementation of education in the Brazilian prison system, in particular, the Paraná. To do so, we investigated the prison EJA in relation to the productive development process of contemporary society and to the constitution of the Brazilian educational system. Thus, we organize a study of the constitutive categories of social processes, with which we seek to problematize how the prison reproduces the contradictions of capitalist society, thereby verifying the limits of an emancipatory education. Finally, understanding emancipatory education not only as a right, but as a principle of humanization, it is emphasized that the educational system in prisons in the State of Paraná, despite stigmas and contradictions, plays a very important role.