Discursos e práticas de ensino em algumas unidades prisionais no processo de ressocialização via EJA

Abstract

The present research aims to analyze whether the teaching practices used by teachers and their speeches in prison units can contribute to the resocialization process. The justification was that teaching work in prison units can contribute to the resocialization process, fulfilling its social role as an institution. The present work has academic relevance from the perspective of looking at the education of young adults in prison environments, being an existing modality that belongs to our society. To make this possible, we used the methodology of bibliographical review, which shows in Michel Foucault's thought how prison emerges in the contemporary world and how it starts to manipulate and train the bodies subjected there through a disciplinary regime that acts and favors the capitalist system of production. However, when dealing with education within the penitentiary system, we are dealing with two strong institutions of the ideological state apparatus, as stated by Althusser, present in our capitalist society, and how these institutions end up reproducing the ideology of the dominant class, by producing and reproducing individuals capable of work and production relations, according to Bourdieu and Passeron. The ideology of the dominant class according to Karl Marx and Friedrich Engels is capable of making its interests dominate people's thinking in class relations and production relations, which establishes individuals among the working class who collaborate to maintain the dominant ideology. The present work also included field research, in which teachers from the prison system of the State of São Paulo were interviewed to find out whether, despite the current system, they are aware of the work they carry out and whether their practices are aimed at their target audience in prison environments to contribute to resocialization. Data collection authorized by CAAE number: 73747423.1.0000.5547, was carried out through structured interviews with a small sample and case study, in which this argument was strengthened, which took into account the analysis of the content of the teachers' speech and how, based on their experiences in the classrooms of prison units, they are able to apply teaching practices that contribute to the resocialization of students deprived of their liberty. The research brought as main results in the analysis of the content of the teachers' speech, that even in the face of the problems faced by the system, these professionals strive to guarantee good pedagogical practices and go against the thinking of the dominant ideology, rescuing in the student deprived of freedom the access to a more humane education.