Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??

Detalhes bibliográficos
Autor(a) principal: Neves, Edmar Souza das
Data de Publicação: 2017
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/1653
Resumo: The purpose of this study was to analyze the relationships established within the prison school between the different cultures that attend it: school culture and prison culture. It intends to verify if the way in which these relations are processed contributes or not to the process of social reintegration. In order to do so, he investigated the life history of the subjects deprived of their liberty in their relations with the prison and the prison school, based on the theoretical and methodological presuppositions of Oral History, using the Critical Discourse Analysis proposed by Kress (1990) as Analysis of the data produced. The study included two prisoners serving sentences in the closed regime who are regularly enrolled in prisons. The interviews were carried out inside the S??o Jos?? School, located in the penitentiary complex of Amap??, the research site of this study. The theoretical references that support our analysis start from the studies developed by Michel Foucault (1926-1984) and Erving Goffman (1922-1982). On the social phenomena that develop in the daily life of prisons and schools, in the critical studies of several researchers, Brazilian and foreign, on the reality of prisons and, particularly, the prisons school. We find that the daily prison life is composed of rules, moral codes, norms and values proper to intramural life, forming a true prison culture, and that these elements almost always function as blockers of the processes of resocialization, as in the manipulation of the concepts of " Masculine "and" feminine ", the presence of" homoeroticism "being a constituent element of prison culture. As for the prison school, we have identified that it takes the disciplinary rules of the jail as the north of its disciplinary actions; That the interpersonal relations established within it are based on reciprocal fear; That prison officers practice violence against students in custody; That the school is a manifestation of homophobia and exclusion and offers a teaching that is not different from the education offered by the school outside the walls; That the subjects interviewed believe in the importance that educational assistance exerts on their lives, even though they affirm that the pedagogical practices developed within the school do little to contribute to the process of social reintegration. It is concluded that daily prison, with its norms, rules, values, moral codes and customs, produces a culture typical of prisons which, in turn, defines specific relations with the prison school that tend not to operate in favor of the process Social reintegration of the prisoner. The aim of the work was to contribute to educators, public authorities and society to give new insights on prison life and the way in which educational assistance has been offered to prisoners deprived of their freedom and has assisted in social reintegration.
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spelling Santos, Jos?? Eduardo de OliveiraSantos, Jos?? Eduardo de OliveiraAlmeida, Jos?? Lu??s Vieira deVelardi, Mar??liaDias, Elaine Teresinha Dal MasRoggero, Rosemaryhttp://lattes.cnpq.br/9045109595927849Neves, Edmar Souza das2017-06-14T18:47:46Z2017-03-31Neves, Edmar Souza das. Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??. 2017. 181 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.http://bibliotecatede.uninove.br/handle/tede/1653The purpose of this study was to analyze the relationships established within the prison school between the different cultures that attend it: school culture and prison culture. It intends to verify if the way in which these relations are processed contributes or not to the process of social reintegration. In order to do so, he investigated the life history of the subjects deprived of their liberty in their relations with the prison and the prison school, based on the theoretical and methodological presuppositions of Oral History, using the Critical Discourse Analysis proposed by Kress (1990) as Analysis of the data produced. The study included two prisoners serving sentences in the closed regime who are regularly enrolled in prisons. The interviews were carried out inside the S??o Jos?? School, located in the penitentiary complex of Amap??, the research site of this study. The theoretical references that support our analysis start from the studies developed by Michel Foucault (1926-1984) and Erving Goffman (1922-1982). On the social phenomena that develop in the daily life of prisons and schools, in the critical studies of several researchers, Brazilian and foreign, on the reality of prisons and, particularly, the prisons school. We find that the daily prison life is composed of rules, moral codes, norms and values proper to intramural life, forming a true prison culture, and that these elements almost always function as blockers of the processes of resocialization, as in the manipulation of the concepts of " Masculine "and" feminine ", the presence of" homoeroticism "being a constituent element of prison culture. As for the prison school, we have identified that it takes the disciplinary rules of the jail as the north of its disciplinary actions; That the interpersonal relations established within it are based on reciprocal fear; That prison officers practice violence against students in custody; That the school is a manifestation of homophobia and exclusion and offers a teaching that is not different from the education offered by the school outside the walls; That the subjects interviewed believe in the importance that educational assistance exerts on their lives, even though they affirm that the pedagogical practices developed within the school do little to contribute to the process of social reintegration. It is concluded that daily prison, with its norms, rules, values, moral codes and customs, produces a culture typical of prisons which, in turn, defines specific relations with the prison school that tend not to operate in favor of the process Social reintegration of the prisoner. The aim of the work was to contribute to educators, public authorities and society to give new insights on prison life and the way in which educational assistance has been offered to prisoners deprived of their freedom and has assisted in social reintegration.Este estudio tuvo como objetivo analizar las relaciones que se establecen dentro de la escuela prisi??n entre las diferentes culturas que lo atienden: cultura escolar y la cultura de la prisi??n. Quieres comprobar si la forma en que manejan estas relaciones contribuye o no al proceso de reinserci??n social. Por lo tanto, se investig?? la historia de la vida privada de libertad sujeto en sus relaciones con la c??rcel y la prisi??n de la escuela, basado en los supuestos te??ricos y metodol??gicos de la historia oral, mediante el an??lisis cr??tico del discurso propuesto por Kress (1990) an??lisis t??cnico de los datos producidos. Los participantes fueron dos presos que cumplen condena en r??gimen cerrado y que est??n inscritos en la escuela prisi??n. Las entrevistas se llevaron a cabo dentro de la Escuela de San Jos??, que se encuentra en el complejo penitenciario de Amap??, estudio de investigaci??n sitio. Las referencias te??ricas que sustentan nuestro an??lisis salir de estudios desarrollados por Michel Foucault (1926-1984) y Erving Goffman (1922-1982). sobre los fen??menos sociales que se desarrollan en la vida cotidiana de las prisiones y las escuelas, en los estudios cr??ticos de varios investigadores, nacionales y extranjeros, en la realidad de las c??rceles y prisiones en particular los escolares. Nos pareci?? que la rutina de la prisi??n consiste en reglas, c??digos morales, normas y valores propios de la vida intramuros, la formaci??n de una cultura de la prisi??n real, y que estos factores, act??an como bloqueadores de los procesos de rehabilitaci??n, tales como el manejo de los conceptos de " macho "y" hembra ", y la presencia de" homoerotismo elemento "constituyente de la cultura de la prisi??n. En cuanto a la escuela de la prisi??n, nos encontramos que lleva las normas disciplinarias de la prisi??n y al norte de sus acciones disciplinarias; que las relaciones interpersonales que se establecen dentro de ella se basan en el miedo rec??proco; que los funcionarios de prisiones practican la violencia en los estudiantes de los presos; la escuela es la homofobia y la exclusi??n fase de demostraci??n y ofrece una educaci??n que no se distingue de la ense??anza ofrecida por la escuela extramural; los sujetos entrevistados creen en la importancia de la asistencia educativa tiene en sus vidas, aunque afirmaci??n de que las pr??cticas pedag??gicas desarrolladas dentro de la escuela contribuyen poco al proceso de reintegraci??n social. Se concluye que la rutina de la prisi??n, con sus normas, reglas, valores, c??digos morales y costumbres, produce un cultivo t??pico de prisiones, que, a su vez, define las relaciones espec??ficas con la prisi??n de la escuela que tienden a no funcionar en favor del proceso reinserci??n social del preso. El trabajo tiene como objetivo contribuir a los educadores, el gobierno y la sociedad para poner en marcha nuevas perspectivas sobre la vida en la c??rcel y c??mo la ayuda educativa que se ofrece a los particulares y la libertad ha ayudado a la reintegraci??n social.Este estudo teve como objetivo analisar as rela????es estabelecidas no interior da escola do c??rcere entre as distintas culturas que a frequentam: a cultura escolar e a cultura prisional. Pretende verificar se a forma como se processam tais rela????es contribui ou n??o para o processo de reinser????o social. Para tanto, investigou a hist??ria de vida dos sujeitos privados de liberdade nas suas rela????es com a pris??o e com a escola da pris??o, com base nos pressupostos te??ricos e metodol??gicos da Hist??ria Oral, utilizando a An??lise de Discurso Cr??tica proposta por Kress (1990) como t??cnica de an??lise dos dados produzidos. Fizeram parte do estudo dois presos que cumprem pena no regime fechado e que se encontram regularmente matriculados na escola prisional. As entrevistas foram realizadas no interior da Escola S??o Jos??, que fica localizada no complexo penitenci??rio do Amap??, local de investiga????o deste estudo. As refer??ncias te??ricas que sustentam nossa an??lise partem dos estudos desenvolvidos por Michel Foucault (1926-1984) e Erving Goffman (1922-1982) sobre os fen??menos sociais que se desenvolvem no cotidiano das pris??es e das escolas, em nos estudos cr??ticos de diversos pesquisadores, brasileiros e estrangeiros, sobre a realidade das pris??es e, particularmente, da escola das pris??es. Encontramos que o cotidiano da pris??o ?? composto de regras, c??digos morais, normas e valores pr??prios da vida intramuros, conformando uma verdadeira cultura prisional, e que esses elementos quase sempre funcionam como bloqueadores dos processos de ressocializa????o, a exemplo da manipula????o dos conceitos de ???masculino??? e ???feminino???, sendo a presen??a do ???homoerotismo??? elemento constituinte da cultura prisional. Quanto ?? escola da pris??o, identificamos que ela toma as regras disciplinares do c??rcere como norte de suas a????es disciplinares; que as rela????es interpessoais estabelecidas em seu interior s??o pautadas no medo reciproco; que os agentes penitenci??rios praticam viol??ncias sobre os alunos presos; que a escola constitui palco de manifesta????o de homofobia e da exclus??o e oferece um ensino que n??o se distingue do ensino ofertado pela escola extramuros; que os sujeitos entrevistados acreditam na import??ncia que a assist??ncia educacional exerce sobre suas vidas, muito embora afirmem que as pr??ticas pedag??gicas desenvolvidas no interior da escola pouco contribuem para o processo de reinser????o social. Conclui-se que o cotidiano prisional, com suas normas, regras, valores, c??digos morais e costumes, produz uma cultura t??pica das pris??es que, por sua vez, define rela????es espec??ficas com a escola da pris??o que tendem a n??o operar a favor do processo de reinser????o social do preso. O trabalho pretendeu contribuir para que educadores, poder p??blico e sociedade lancem novos olhares sobre a vida na pris??o e a forma como a assist??ncia educacional vem sendo ofertada aos sujeitos privados de liberdade e tem auxiliado na reinser????o social.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T18:47:46Z No. of bitstreams: 1 Edmar Souza das Neves.pdf: 2060817 bytes, checksum: 7a12a341130a994a70dc52fa8f287f62 (MD5)Made available in DSpace on 2017-06-14T18:47:46Z (GMT). No. of bitstreams: 1 Edmar Souza das Neves.pdf: 2060817 bytes, checksum: 7a12a341130a994a70dc52fa8f287f62 (MD5) Previous issue date: 2017-03-31application/pdfporUniversidade Nove de JulhoPrograma de P??s-Gradua????o em Educa????oUNINOVEBrasilEduca????ocultura prisionalcultura prisional escolarescola da pris??oreinser????o socialprison cultureschool prison cultureschool of the prisonsocial reinsertionla prisi??n de la culturacultura de la prisi??n de la escuelala prisi??n de la escuelala reintegraci??n socialCIENCIAS HUMANAS::EDUCACAOMinha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALEdmar Souza das Neves.pdfEdmar Souza das Neves.pdfapplication/pdf2060817http://localhost:8080/tede/bitstream/tede/1653/2/Edmar+Souza+das+Neves.pdf7a12a341130a994a70dc52fa8f287f62MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/1653/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/16532017-06-14 15:47:46.642oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2017-06-14T18:47:46Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false
dc.title.por.fl_str_mv Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
title Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
spellingShingle Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
Neves, Edmar Souza das
cultura prisional
cultura prisional escolar
escola da pris??o
reinser????o social
prison culture
school prison culture
school of the prison
social reinsertion
la prisi??n de la cultura
cultura de la prisi??n de la escuela
la prisi??n de la escuela
la reintegraci??n social
CIENCIAS HUMANAS::EDUCACAO
title_short Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
title_full Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
title_fullStr Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
title_full_unstemmed Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
title_sort Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??
author Neves, Edmar Souza das
author_facet Neves, Edmar Souza das
author_role author
dc.contributor.advisor1.fl_str_mv Santos, Jos?? Eduardo de Oliveira
dc.contributor.referee1.fl_str_mv Santos, Jos?? Eduardo de Oliveira
dc.contributor.referee2.fl_str_mv Almeida, Jos?? Lu??s Vieira de
dc.contributor.referee3.fl_str_mv Velardi, Mar??lia
dc.contributor.referee4.fl_str_mv Dias, Elaine Teresinha Dal Mas
dc.contributor.referee5.fl_str_mv Roggero, Rosemary
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/9045109595927849
dc.contributor.author.fl_str_mv Neves, Edmar Souza das
contributor_str_mv Santos, Jos?? Eduardo de Oliveira
Santos, Jos?? Eduardo de Oliveira
Almeida, Jos?? Lu??s Vieira de
Velardi, Mar??lia
Dias, Elaine Teresinha Dal Mas
Roggero, Rosemary
dc.subject.por.fl_str_mv cultura prisional
cultura prisional escolar
escola da pris??o
reinser????o social
topic cultura prisional
cultura prisional escolar
escola da pris??o
reinser????o social
prison culture
school prison culture
school of the prison
social reinsertion
la prisi??n de la cultura
cultura de la prisi??n de la escuela
la prisi??n de la escuela
la reintegraci??n social
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv prison culture
school prison culture
school of the prison
social reinsertion
dc.subject.spa.fl_str_mv la prisi??n de la cultura
cultura de la prisi??n de la escuela
la prisi??n de la escuela
la reintegraci??n social
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The purpose of this study was to analyze the relationships established within the prison school between the different cultures that attend it: school culture and prison culture. It intends to verify if the way in which these relations are processed contributes or not to the process of social reintegration. In order to do so, he investigated the life history of the subjects deprived of their liberty in their relations with the prison and the prison school, based on the theoretical and methodological presuppositions of Oral History, using the Critical Discourse Analysis proposed by Kress (1990) as Analysis of the data produced. The study included two prisoners serving sentences in the closed regime who are regularly enrolled in prisons. The interviews were carried out inside the S??o Jos?? School, located in the penitentiary complex of Amap??, the research site of this study. The theoretical references that support our analysis start from the studies developed by Michel Foucault (1926-1984) and Erving Goffman (1922-1982). On the social phenomena that develop in the daily life of prisons and schools, in the critical studies of several researchers, Brazilian and foreign, on the reality of prisons and, particularly, the prisons school. We find that the daily prison life is composed of rules, moral codes, norms and values proper to intramural life, forming a true prison culture, and that these elements almost always function as blockers of the processes of resocialization, as in the manipulation of the concepts of " Masculine "and" feminine ", the presence of" homoeroticism "being a constituent element of prison culture. As for the prison school, we have identified that it takes the disciplinary rules of the jail as the north of its disciplinary actions; That the interpersonal relations established within it are based on reciprocal fear; That prison officers practice violence against students in custody; That the school is a manifestation of homophobia and exclusion and offers a teaching that is not different from the education offered by the school outside the walls; That the subjects interviewed believe in the importance that educational assistance exerts on their lives, even though they affirm that the pedagogical practices developed within the school do little to contribute to the process of social reintegration. It is concluded that daily prison, with its norms, rules, values, moral codes and customs, produces a culture typical of prisons which, in turn, defines specific relations with the prison school that tend not to operate in favor of the process Social reintegration of the prisoner. The aim of the work was to contribute to educators, public authorities and society to give new insights on prison life and the way in which educational assistance has been offered to prisoners deprived of their freedom and has assisted in social reintegration.
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-06-14T18:47:46Z
dc.date.issued.fl_str_mv 2017-03-31
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Neves, Edmar Souza das. Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??. 2017. 181 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/1653
identifier_str_mv Neves, Edmar Souza das. Minha hist??ria conto eu: escola e cultura prisional em institui????o carcer??ria no Amap??. 2017. 181 f. Tese( Programa de P??s-Gradua????o em Educa????o) - Universidade Nove de Julho, S??o Paulo.
url http://bibliotecatede.uninove.br/handle/tede/1653
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