Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2020 |
| Tipo de documento: | Tese |
| Idioma: | por |
| Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
| Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/21019 |
Resumo: | The research aimed to understand how public policies for education in prisons in Pernambuco are being implemented. It started from a systematic review of the literature from the perspective of Education in Human Rights, through analysis of the prison system and its difficulties in ensuring the right to education. To this end, it discusses educational policies based on the 1988 Federal Constitution and its democratic effects in the emergence of dialogue about education in prisons in Brazil. Critical Theory constitutes the analysis of this work, subsidized by the contributions of Critical Social Pedagogy and its relationship with Education in Human Rights, expanding the dialogue with the authors who study EJA in prisons today. It is qualitative research, characterized by a descriptive case study, with a time frame of educational policies in prisons in the period from 2011 to 2020, involving quantitative and predominantly qualitative data. It adopted as its field of research 20 schools located in prison units in Pernambuco and used semi-structured interviews as a data collection instrument. 12 teachers participated in the study, 04 school managers, 01 prison education coordinator, 04 prison unit directors, in addition to 01 representative for state education management and 01 teacher from the penitentiary system. For data analysis, the Content Analysis technique was chosen with a focus on Categorical Analysis. The quantitative results revealed that the average participation in educational activities in Pernambuco is 33.74%, representing the third largest participation in prisons, until December 2019, across the country. From a qualitative point of view, the results showed the subjectivities in EJA in prisons in Pernambuco, revealing the interests of students in the school process. EJA's contributions to prisons are evident in the perception of education professionals and the prison system. In the pedagogical scope, the interviewees highlight the obstacles and contributions to EJA in prisons. The institutional interfaces of educational policies in prisons are revealed. The limits and possibilities in prison education are highlighted by subjects research. Among them, the precarious relationship with prison agents and the lack of adequate physical and pedagogical structure stand out as limitations. Regarding the possibilities, the joint actions between the education and rehabilitation departments, the creation of a coordination of education in prisons and the expansion of the offer of schooling stand out. Another policy limit refers to the discontinuity of the partnership between MEC and DEPEN as of 2017, compromising the goals agreed to by the State Prison Education Plan. Finally, another result found is related to the evolution of education in prisons within the scope of basic, professional and higher education in Pernambuco. It is concluded that the EJA in prisons presents quantitative advances, however the biggest challenges are of a qualitative order, such as: under-valuing of teaching work, physical and pedagogical structuring of schools and the provision of higher levels of schooling. Analyzes and discussions at EJA in prisons revealed new scientific challenges, such as the development of qualitative indicators for education in prisons and the adhesion of public universities, in teaching and extension, in person and / or at a distance, in contexts of restriction and deprivation of liberty. The intention is to continue these studies. |
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Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de PernambucoDireito à educaçãoPolíticas educacionaisEJA em prisõesEducação em prisõesEducação em direitos humanosRight to educationEducational policiesEJA in prisonsEducation in prisonsHuman rights educationDerecho a la educaciónPolíticas educacionalesEJA en las cárcelesEducación en las cárcelesEducación en derechos humanosDroit à l’éducationPolitiques éducativesÉducation des jeunes et des adultes dans les prisonsÉducation dans les prisonsÉducation aux droits de l’hommeCNPQ::CIENCIAS HUMANAS::EDUCACAOThe research aimed to understand how public policies for education in prisons in Pernambuco are being implemented. It started from a systematic review of the literature from the perspective of Education in Human Rights, through analysis of the prison system and its difficulties in ensuring the right to education. To this end, it discusses educational policies based on the 1988 Federal Constitution and its democratic effects in the emergence of dialogue about education in prisons in Brazil. Critical Theory constitutes the analysis of this work, subsidized by the contributions of Critical Social Pedagogy and its relationship with Education in Human Rights, expanding the dialogue with the authors who study EJA in prisons today. It is qualitative research, characterized by a descriptive case study, with a time frame of educational policies in prisons in the period from 2011 to 2020, involving quantitative and predominantly qualitative data. It adopted as its field of research 20 schools located in prison units in Pernambuco and used semi-structured interviews as a data collection instrument. 12 teachers participated in the study, 04 school managers, 01 prison education coordinator, 04 prison unit directors, in addition to 01 representative for state education management and 01 teacher from the penitentiary system. For data analysis, the Content Analysis technique was chosen with a focus on Categorical Analysis. The quantitative results revealed that the average participation in educational activities in Pernambuco is 33.74%, representing the third largest participation in prisons, until December 2019, across the country. From a qualitative point of view, the results showed the subjectivities in EJA in prisons in Pernambuco, revealing the interests of students in the school process. EJA's contributions to prisons are evident in the perception of education professionals and the prison system. In the pedagogical scope, the interviewees highlight the obstacles and contributions to EJA in prisons. The institutional interfaces of educational policies in prisons are revealed. The limits and possibilities in prison education are highlighted by subjects research. Among them, the precarious relationship with prison agents and the lack of adequate physical and pedagogical structure stand out as limitations. Regarding the possibilities, the joint actions between the education and rehabilitation departments, the creation of a coordination of education in prisons and the expansion of the offer of schooling stand out. Another policy limit refers to the discontinuity of the partnership between MEC and DEPEN as of 2017, compromising the goals agreed to by the State Prison Education Plan. Finally, another result found is related to the evolution of education in prisons within the scope of basic, professional and higher education in Pernambuco. It is concluded that the EJA in prisons presents quantitative advances, however the biggest challenges are of a qualitative order, such as: under-valuing of teaching work, physical and pedagogical structuring of schools and the provision of higher levels of schooling. Analyzes and discussions at EJA in prisons revealed new scientific challenges, such as the development of qualitative indicators for education in prisons and the adhesion of public universities, in teaching and extension, in person and / or at a distance, in contexts of restriction and deprivation of liberty. The intention is to continue these studies.RESUMEN La investigación objetivó comprender como las políticas públicas para la educación en las cárceles, en Pernambuco, se están implementando. Se partió de una revisión sistemática de la literatura desde la perspectiva de la Educación en Derechos Humanos, a través del análisis del sistema penitenciario y sus dificultades para la implementación del derecho a la educación. Para ello, analiza las políticas educativas basadas en la Constitución Federal de 1988 y sus efectos democráticos en la emergencia del diálogo sobre educación en las cárceles en Brasil. La Teoría Crítica se constituye en el referencial de análisis privilegiado de este trabajo, subvencionado por las contribuciones de la Pedagogía Social Crítica y su relación con la Educación en Derechos Humanos, ampliando el diálogo con los autores que estudian la EJA en cárceles en la actualidad. Se trata de una investigación cualitativa, caracterizada por un estudio descriptivo de caso, con recorte temporal de las políticas educacionales en cárceles en el período de 2011 hasta 2020, involucrando datos cuantitativos y predominantemente cualitativos. Adoptó como campo de investigación 20 escuelas ubicadas en unidades penitenciarias de Pernambuco y utilizó como instrumento de recogida de datos entrevistas semiestructuradas. Participaron de la investigación 12 profesores (as), 04 gestores (as) escolares, 01 coordinador de la educación en cárceles, 04 directores (as) de unidades penitenciarias, además de 01 representante de la gestión estadual de la educación y 01 del sistema penitenciario. Para análisis de los datos fue elegida la técnica del Análisis de Contenido con enfoque en la Análisis Categorial. Los resultados cuantitativos revelaron que la media de la oferta en actividades educacionales en Pernambuco es 33,74%, representando la tercera mayor oferta educacional en cárceles, hasta diciembre de 2019, en todo el país. Desde un punto de vista cualitativo, los resultados apuntaron las subjetividades en la EJA en cárceles en Pernambuco, revelando los intereses de los estudiantes en el proceso escolar. Las contribuciones de la EJA en las cárceles son evidenciadas en la percepción de los profesionales de la educación y del sistema penitenciario. En el ámbito pedagógico, los entrevistados resaltan los escollos y contribuciones a la EJA en las cárceles. Se revelan las interfaces institucionales de las políticas educacionales en las cárceles. Los límites y posibilidades de la educación carcelaria son resaltados por los sujetos de investigación. Entre ellos, se destacan como limitaciones la relación con los agentes penitenciarios y la falta de estructura física y pedagógica adecuada. Con relación a las posibilidades se destacan las acciones conjuntas entre las secretarias de educación y de resocialización la creación de una coordinación de educación en las cárceles y la ampliación de la oferta escolar. Otro límite de la política se refiere a la discontinuidad de la asociación entre MEC y DEPEN a partir de 2017, comprometiendo las metas acordadas por el Plan Estatal de Educación Penitenciaria. Finalmente, otro resultado encontrado está relacionado con la evolución de la educación en las cárceles en el ámbito de la educación básica, profesional y superior en Pernambuco. Se concluye que la EJA en las cárceles presenta avances cuantitativos, sin embargo los mayores desafíos son de orden cualitativo, tales como: valorización del trabajo docente, estructuración física y pedagógica de las escuelas y la oferta de niveles superiores de escolaridad. Los análisis y discusiones en EJA en las cárceles revelaron nuevos desafíos científicos, como el desarrollo de indicadores cualitativos para la educación en las cárceles y la adhesión de las universidades públicas, en la docencia y extensión, presencial y / o a distancia, en contextos de restricción y privación de libertad. . Se pretende continuar con estos estudios.RÉSUMÉ La recherche visait à comprendre comment les politiques publiques d’éducation dans les prisons de Pernambuco sont mises em œuvre. Cela est partie d’une revue systemátique de la littérature sous l’angle de l’éducation aux droits de l’Homme, à travers l’analyse du système pénitentiaire et de ses difficultés pour la mise en œuvre du droit à l’éducation. À cette fin, cela discute des politiques éducatives fondées sur la Constitution Fédérale de 1988 et de leurs effets démocratiques dans l’émergence du dialogue sur l’éducation dans les prisons au Brésil. La Théorie Critique constitue le référentiel d’analyse privilégié dans ce travail, subventionné par les apports de la pédagogie sociale critique et as relation avec l’Éducation aux Droits de l’Homme, élargissant le dialogue avec les auteurs qui étudient l’Éducation des Jeunes et des Adultes (EJA) dans les prisons aujourd’hui. Cela s’agit d’une recherche qualitative, elle est caracterisée par une étude de cas descriptive, comprenant des politiques éducatives dans les prisons dans la période de 2011 à 2020, impliquant des données quantitatives et principalement qualitatives. La recherche a adopté comme domaine de recherche 20 écoles situées dans des unités pénitentiaires de Pernambuco et elle a utilisé des entretiens semi-structurés comme instrument de collecte de données. Les participants à la recherche étaient 12 enseignants, 04 directeurs d’école, 01 coodinateur de l’éducation pénitentiaire, 04 directeurs d’unité pénitentiaire, en plus de 01 représentant de la direction de l’éducation de l’État et 01 du système pénitentiaire. Pour l’analyse des données, la technique d’Analyse de Contenu a été choisie avec le focus sur l’Analyse Catégorielle. Les résultats quantitatifs on révélé que l’offre moyenne d’activités éducatives à Pernambuco est de 33,74%, ce qui represente la troisième plus grande offre éducative dans les prisions, jusqu’en décembre 2019, à travers le pays. D’un point de vue qualitatif, les résultats on montré les subjectivités de l’EJA dans les prisons de Pernambuco, révélant les intérêts des élèves dans le processus scolaire. Les contribuitions de l’EJA aux prisons sont evidentes dans la perception des professionnels de l’éducation et du système pénitentiaire. Dans le cadre pédagogique, les personnes interrogées mettent en évidence les obstacles et les contribuitions à l’EJA dans les prisons. Les interfaces institutionnelles des politiques éducatives dans les prisons sont révélées. Les limites et les possibilités de l’éducation en prison son mises en évidence par les sujets de recherche. Parmi eux, la relation avec les agentes pénitentiaires et le manque de structure physique et pédagogique adéquate ressortent comme des limites. En ce qui concerne les possibilités, les actions conjointes entre les services de l’éducation et de la réadaptation, la création d’une coordination de l’éducation en prison et l’élargissement de l’offre scolaire se démarquent. Un autre limite politique fait référence à la discontinuité du partenariat entre le MEC et le DEPEN à partir de 2017, compromettant les objectifs convenus par le Plan National d’Éducation Pénitentiaire. Enfin, un autre résultat trouvé est lié à l’évolution de l’éducation en prison dans le cadre de l’enseignement de base, professionnel et supérieur à Pernambuco. En conclusion l’EJA dans les prisons presente des avancées quantitatives, mais les plus grands défis sont d’ordre qualificatif, tels que: la valorisation du travail pédagogique, la structuration physique et pédagogique des écoles, et l’offre de niveaux supérieurs de scolarisation. Les analyses et dicussions à l’EJA dans les prisions ont révelé de nouveaux défis scientifiques, tels que le développement d’indicateurs qualificatifs pour l’éducation en prison et l’adhésion des universités publiques, dans l’enseignement er l’extension, en personne et/ou à distance, dans des contextes de restriction et de privation de liberté. Il est prévu de poursuivre ces études.NenhumaA pesquisa objetivou compreender como as políticas públicas para educação em prisões, em Pernambuco, estão sendo implementadas. Partiu de uma revisão sistemática da literatura sob a ótica da Educação em Direitos Humanos, mediante análise do sistema prisional e suas dificuldades para a implementação do direito à educação. Para tanto, discute as políticas educacionais a partir da Constituição Federal de 1988 e de seus efeitos democráticos na emergência do diálogo sobre a educação em prisões no Brasil. A Teoria Crítica constitui-se no referencial de análise privilegiado deste trabalho, subsidiado pelas contribuições da Pedagogia Social Crítica e sua relação com a Educação em Direitos Humanos, ampliando o diálogo com os autores que estudam a EJA em prisões na atualidade. Trata-se de uma pesquisa qualitativa, caracterizada por um estudo descritivo de caso, com recorte temporal das políticas educacionais em prisões no período de 2011 a 2020, envolvendo dados quantitativos e predominantemente qualitativos. Adotou como campo de pesquisa 20 escolas situadas em unidades prisionais de Pernambuco e utilizou como instrumento de coleta de dados entrevistas semiestruturadas. Participaram da pesquisa 12 professores (as), 04 gestores(as) escolares, 01 coordenador da educação em prisões, 04 diretores(as) de unidades prisionais, além de 01 representante da gestão estadual da educação e 01 do sistema penitenciário. Para análise dos dados foi escolhida a técnica da Análise de Conteúdo com o foco na Análise Categorial. Os resultados quantitativos revelaram que a média da oferta em atividades educacionais em Pernambuco é 33,74%, representando a terceira maior oferta educacional em prisões, até dezembro de 2019, em todo o país. Na ótica qualitativa, os resultados apontaram as subjetividades na EJA em prisões de Pernambuco, revelando os interesses dos estudantes no processo escolar. As contribuições da EJA em prisões são evidenciadas na percepção dos profissionais da educação e do sistema penitenciário. No âmbito pedagógico, os entrevistados ressaltam os entraves e contributos à EJA em prisões. São reveladas as interfaces institucionais das políticas educacionais em prisões. Os limites e possibilidades na educação em prisões são destacados pelos sujeitos da pesquisa. Entre eles, destacam-se como limitações a relação com os agentes penitenciários e a falta de estrutura física e pedagógica adequada. Com relação às possibilidades destacam-se as ações conjuntas entre as secretarias de educação e de ressocialização, a criação de uma coordenação da educação em prisões e a ampliação da oferta escolar. Outro limite da política refere-se à descontinuidade da parceria entre o MEC e DEPEN a partir de 2017, comprometendo as metas pactuadas pelo Plano Estadual de Educação em Prisões. Por fim, outro resultado encontrado está relacionado a evolução da escolarização da educação em prisões no âmbito da educação básica, profissional e superior em Pernambuco. Conclui-se que a EJA em prisões apresenta avanços quantitativos, porém os maiores desafios são de ordem qualitativa, tais como: valorização do trabalho docente, estruturação física e pedagógica das escolas e oferta de níveis mais elevados de escolarização. As análises e discussões na EJA em prisões revelaram novos desafios científicos, como o desenvolvimento de indicadores qualitativos para educação em prisões e a adesão das universidades públicas, no ensino e extensão, presencial e/ou à distância, nos contextos de restrição e privação de liberdade. Pretende-se dar continuidade a esses estudos.Universidade Federal da ParaíbaBrasilEducaçãoPrograma de Pós-Graduação em EducaçãoUFPBDias, Adelaide Alveshttp://lattes.cnpq.br/8807229073239419Barros Filho, Armando Dantas de2021-09-15T14:04:24Z2021-03-022021-09-15T14:04:24Z2020-09-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21019porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T18:10:53Zoai:repositorio.ufpb.br:123456789/21019Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T18:10:53Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
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Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| title |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| spellingShingle |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco Barros Filho, Armando Dantas de Direito à educação Políticas educacionais EJA em prisões Educação em prisões Educação em direitos humanos Right to education Educational policies EJA in prisons Education in prisons Human rights education Derecho a la educación Políticas educacionales EJA en las cárceles Educación en las cárceles Educación en derechos humanos Droit à l’éducation Politiques éducatives Éducation des jeunes et des adultes dans les prisons Éducation dans les prisons Éducation aux droits de l’homme CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| title_short |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| title_full |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| title_fullStr |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| title_full_unstemmed |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| title_sort |
Políticas de educação em prisões (2011-2020): conquistas e desafios no estado de Pernambuco |
| author |
Barros Filho, Armando Dantas de |
| author_facet |
Barros Filho, Armando Dantas de |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Dias, Adelaide Alves http://lattes.cnpq.br/8807229073239419 |
| dc.contributor.author.fl_str_mv |
Barros Filho, Armando Dantas de |
| dc.subject.por.fl_str_mv |
Direito à educação Políticas educacionais EJA em prisões Educação em prisões Educação em direitos humanos Right to education Educational policies EJA in prisons Education in prisons Human rights education Derecho a la educación Políticas educacionales EJA en las cárceles Educación en las cárceles Educación en derechos humanos Droit à l’éducation Politiques éducatives Éducation des jeunes et des adultes dans les prisons Éducation dans les prisons Éducation aux droits de l’homme CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| topic |
Direito à educação Políticas educacionais EJA em prisões Educação em prisões Educação em direitos humanos Right to education Educational policies EJA in prisons Education in prisons Human rights education Derecho a la educación Políticas educacionales EJA en las cárceles Educación en las cárceles Educación en derechos humanos Droit à l’éducation Politiques éducatives Éducation des jeunes et des adultes dans les prisons Éducation dans les prisons Éducation aux droits de l’homme CNPQ::CIENCIAS HUMANAS::EDUCACAO |
| description |
The research aimed to understand how public policies for education in prisons in Pernambuco are being implemented. It started from a systematic review of the literature from the perspective of Education in Human Rights, through analysis of the prison system and its difficulties in ensuring the right to education. To this end, it discusses educational policies based on the 1988 Federal Constitution and its democratic effects in the emergence of dialogue about education in prisons in Brazil. Critical Theory constitutes the analysis of this work, subsidized by the contributions of Critical Social Pedagogy and its relationship with Education in Human Rights, expanding the dialogue with the authors who study EJA in prisons today. It is qualitative research, characterized by a descriptive case study, with a time frame of educational policies in prisons in the period from 2011 to 2020, involving quantitative and predominantly qualitative data. It adopted as its field of research 20 schools located in prison units in Pernambuco and used semi-structured interviews as a data collection instrument. 12 teachers participated in the study, 04 school managers, 01 prison education coordinator, 04 prison unit directors, in addition to 01 representative for state education management and 01 teacher from the penitentiary system. For data analysis, the Content Analysis technique was chosen with a focus on Categorical Analysis. The quantitative results revealed that the average participation in educational activities in Pernambuco is 33.74%, representing the third largest participation in prisons, until December 2019, across the country. From a qualitative point of view, the results showed the subjectivities in EJA in prisons in Pernambuco, revealing the interests of students in the school process. EJA's contributions to prisons are evident in the perception of education professionals and the prison system. In the pedagogical scope, the interviewees highlight the obstacles and contributions to EJA in prisons. The institutional interfaces of educational policies in prisons are revealed. The limits and possibilities in prison education are highlighted by subjects research. Among them, the precarious relationship with prison agents and the lack of adequate physical and pedagogical structure stand out as limitations. Regarding the possibilities, the joint actions between the education and rehabilitation departments, the creation of a coordination of education in prisons and the expansion of the offer of schooling stand out. Another policy limit refers to the discontinuity of the partnership between MEC and DEPEN as of 2017, compromising the goals agreed to by the State Prison Education Plan. Finally, another result found is related to the evolution of education in prisons within the scope of basic, professional and higher education in Pernambuco. It is concluded that the EJA in prisons presents quantitative advances, however the biggest challenges are of a qualitative order, such as: under-valuing of teaching work, physical and pedagogical structuring of schools and the provision of higher levels of schooling. Analyzes and discussions at EJA in prisons revealed new scientific challenges, such as the development of qualitative indicators for education in prisons and the adhesion of public universities, in teaching and extension, in person and / or at a distance, in contexts of restriction and deprivation of liberty. The intention is to continue these studies. |
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2020 |
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2020-09-30 2021-09-15T14:04:24Z 2021-03-02 2021-09-15T14:04:24Z |
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Universidade Federal da Paraíba Brasil Educação Programa de Pós-Graduação em Educação UFPB |
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