SCHOOLING IN THE PRISON SYSTEM, CITIZENSHIP AND POVERTY: DIALOGUES WITH STUDENTS FROM THE SERRA/ES PROVISIONAL DETENTION CENTER
Name: FLÁVIA INDUZZI PASSOS
Publication date: 04/07/2024
Examining board:
Name |
Role |
|---|---|
| JAIR RONCHI FILHO | Examinador Interno |
| JOSEFA ELIANA SOUZA | Examinador Externo |
| RENATA DUARTE SIMOES | Presidente |
Summary: This research proposes the composition of dialogical and formative moments with inmates of the Provisional Detention Center located in the city of Serra in order to reflect on the denial process of rights and the impoverishment of individuals that hinder the full exercise of citizenship. The investigation involves the incarcerated students enrolled in two classes from the early years of elementary education in the Youth and Adult Education modality, marked by processes of social exclusion. The work is based on the theoretical referential and research about schooling in the prison system, citizenship and poverty with the purpose of dialoging and understanding how the schooling process takes place inside prison and how the historical denial of rights, which impoverishes them as individuals, makes it impossible to access full citizenship. The research resorts to Arroyo (1995, 2011, 2019), Cararo (2015), Yannoulas and Duarte (2013) and Yazbek (2010) to support the debate regarding poverty and education in the prison system, taking into consideration the interfaces of such themes; Freire (1987, 2016), and Carvalho (2010) to reflect on processes of social exclusion and citizenship; Telles (2013) in the debate on poverty as a result of the denial of rights; Onofre (2012) to consider the schooling of young and adult individuals deprived of liberty; Julião (2020) in the approach of the Brazilian penitentiary system; and Foucault (2002) in the critical analysis of the disciplinary processes of prisons. The collective participation of the research subjects occurs through dialogical and formative movements that result in the elaboration of an e-book. The data produced are registered in field diaries and recorded through audiovisual resources. As a result, it highlights that education within the prison is not being designed to develop life skills, emotional regulation, and professionalization, however it is presented as an education limited to the process of sentence reduction and escaping from idleness. In contrast, the dialogues with the students with the Provisional Detention Center in Serra confirmed that the schooling is presented as a possibility of facing poverty, processes of exclusion, and the denial of rights.
