PUBLIC EDUCATION POLICY FOR IMPRISONED WOMEN: THE IMPACT OF THE PANDEMIC CONTEXT: o impacto do contexto pandêmico

• Autor(a) principal: Nascimento Souza, Miryan Aparecida
• Data de Publicação: 2023
• Outros Autores: Denis Ireland, Timothy
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Temas em Educação
• Texto Completo: https://periodicos.ufpb.br/index.php/rteo/article/view/64462
• topic: Popular Education.; Public Policy.; Women’s prisons.; Educación popular.; Políticas públicas.; Presidios femeninos.; Educação popular.; Políticas públicas.; Presídios femininos.

This article discusses the concept of Popular Education emphasising the importance of education for those deprived of their liberty, from the perspective of the pedagogy of liberation as necessary for the construction of an inclusive, democratic society committed to the conscientization of the oppressed, based on pedagogic practices of emancipation. It identifies the public education policy that is being executed in the women’s prisons in Paraiba and constructs reflections on the dynamics of what is being implemented. The methodological orientation which guided this research is qualitative, documentary and exploratory taking as its procedural support interviews and dialectical hermeneutic analysis. Its theoretical framework takes as references Lovisolo (1990), Freire (2011), Ireland (2011), Castillo e Latapi (1985), Pontual (2006) and Gramsci (2020) amongst others. The impact of the pandemic on pedagogical practices emerged in the study. With regard to the provision of education in prisons, we conclude that it is not a state monopoly, but a demand which also encompasses civil society. Despite the lack of data, reports and experiences, we consider it relevant to emphasise that the provision of education for both men and women deprived of liberty should include different institutions and social subjects, in order to execute practices which contribute to the consolidation of a democratic society.