The social pedagogy in prison implications and intramuro practices: reflections of a study in the state of Paraná

Abstract

The present work had as objective to analyze the speeches of resocialization by the education present in the school documents of the nine centers of education of young people and adults implanted in the state penitentiaries of Paraná in comparison with the structural characteristics destined to the education in these environments. Thus, a documentary survey was made available by school institutions, observing the Political-Pedagogical Project (PPP), the School Rules and the Curricular Pedagogical Proposal (PPC). In addition, the National Survey of Penitentiary Information (INFOPEN) and the data provided by the Coordination of Education, Qualification and Professionalization of Offenders (CEQP) were used. For the field research, visits were made to verify the spaces destined to education in prisons, observing the structural conditions such as classrooms, library, laboratories and other administrative spaces of the school. From a critical perspective, it was possible to perceive that the fundamental pillars of punishment, based on the pedagogical process of reeducation of the person deprived of freedom, often lose space for the guarantee of security. This aspect of instability and ambiguity in the referential of actions has demonstrated their fragility and the need for the school to institute initiatives that promote human emancipation in the prison environment. It was identified, therefore, the necessary basis for the proposal of elaboration of a political-pedagogical project for education in prisons and, by its dimension, the practical approach of Social Education, based on the theoretical field of Social Pedagogy.