Teacher education to act in the penitentiary system

Abstract

Prison education has evolved in the educational field with the conceptual contribution of Social Pedagogy. This text deals with the training of pedagogues who work in the penitentiary system of the state of Paraná. Thus, we define as a specific objective of this article to analyze the pedagogical practice developed by the pedagogues that work in penal units to pursue the general objective of systematizing guiding principles for their formation. It develops in a qualitative approach, based on the epistemological axis of the theory as an expression of the practice (MARTINS, 2009), and takes as object of study the formation of the pedagogue for the prison system. The semi-structured questionnaire and the episodic interview were used as data collection instruments, applied to thirty-six pedagogues of the closed, semi-open and open regimes of the Paraná penitentiary system. As theoretical reference were adopted conceptions theorized by Brzezinski (1996); Garcia (2013); Gentili (1995); Julião (2012, 2014); Libâneo (2004); Martins (2009); Nóvoa (2014); Pimenta (2006); Romanowski (2014); Saviani (2008, 2009), Silva (2003); Thompson (1981) and Vásquez (2007). The study made possible the systematization of indicators of the education of the pedagogue for the prison system: training in and by practice; affirmation of experience as a reference and of theory as an expression of practice; studies focusing on the specificities of the prison context; permanent formation directed and in articulation with the other professionals who work in the penal units; formation of a political character in the sense of assuming the condition of defender of human rights in its practice and in the defense of the right to education.