Pode o Currículo Paulista contribuir no enfrentamento das Infecções Sexualmente Transmissíveis na educação nas prisões?

• Autor(a) principal: Carvalho, Raul Wallace Amorim
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/17666
• topic: Currículo Paulista; educação nas prisões; Paulo Freire; ensino de ciências; Infecções Sexualmente Transmissíveis; education in prisons; science teaching; Sexually Transmitted Infections; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The work evaluates the conditions of the Currículo Paulista, a guiding document for basic education in the State of São Paulo, to contribute to the fight against STIs - Sexually Transmitted Infections in education in prisons. The objective of this work is to evaluate whether a document produced for regular education can contribute to education in prisons based on the proposal of liberating education defended by Paulo Freire. It is justified by the low number of academic productions focused on education in prisons, as well as the demarcation that it is a work of resistance in the current situation. The research presents a brief survey of the history of the implementation of education in prisons as a right and public policy and its characteristics in the State of São Paulo. It briefly discusses the role of science teaching for young people and adults and the relevance of the debate on Sexually Transmitted Infections in prison education. The methodology adopted for the work is that of document analysis based on bibliographical analysis of the concepts criticality, reality and dialogue according to the work of Paulo Freire. The result demonstrates that the curriculum was not proposed to be applied in youth and adult education, much less for prison education, and therefore it is unable to provide subsidies in this space. Added to this is the fact that the Currículo Paulista is part of the neoliberal education reforms that aim to destroy public education as a right, so it does not aim to emancipate subjects or promote an education focused on social justice.