Educação escolar como fator de reabilitação social do aprisionado: um estudo de caso na Penitenciária Industrial de Cascavel

Abstract

This study has as theme the Education in Prison System as factor of Social Rehabilitation of the Imprisoned. In addition, it brings to the attention an overview of the history of prisons from birth to the present day. The methodology of this research consists of a case study in the Industrial Penitentiary of Cascavel (IPC), demonstrating that, despite the contradictions and their biases regarding school education in prisons, there is no doubt that education is an important contributory factor for the social rehabilitation of the imprisoned man. Therefore, we believe that education in prisons is a fundamental factor of social reintegration and fostering the reduction of criminal recidivism, then, it is an act of indispensable contribution in the policy of public security, reduction of crime and increase of social security. We also present the school situation of the prisoners that served and serve their sentence at the Industrial Penitentiary of Cascavel (IPC), in the period from 2012 to 2015, in order to demonstrate the educational level of the prisoners when they arrived at the Prison Unit until the compliance of the sentence. We intend, with this study, to point to future researches that can better evaluate the level of recidivism of those who could study and be professionally prepared for a return to society. It will be a study that will demand a longer and more thorough investigation in search of those who, when leaving the Prison Unit, return to social life a little more educated and professionalized, thus having better conditions to live a life that meets the standards of harmonious coexistence with society and with their own families. We believe that if we return the offending citizens to society, a little more humanized, educated and professionalized, their chances of returning to crime may be lower. This research dialogued with the following theorists Altusser (1998), Baratta (2001), Beccaria (2001), Bitencourt (2011), Foucault (2012), Melossi e Pavarini (2010), Onofre (2007, 2011), Rousseau (2000), Rusche e Kirchheimer (2004) and Goffman (2013).