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O (re)encontro com o ensino nos estabelecimentos prisionais: Caracterização do ensino e a contextualização curricular
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Orientador(es)
Resumo(s)
Os estabelecimentos prisionais surgem aos olhos da maioria dos cidadãos como
um espaço com uma carga extremamente negativa. A realidade percecionada e os
elementos obtidos durante o trabalho de investigação, leva-nos a concluir que há um
longo caminho a percorrer para se ultrapassar tabus e investir neste tipo de instituições
de modo a melhorar o ensino e a formação nas prisões. Consideradas ao longo de vários
séculos como centros meramente punitivos, foi com a elaboração das Reformas Penais e
da Reforma da Organização Prisional, no caso português, que as prisões conseguiram
usufruir de algumas melhorias indo ao encontro das preocupações de carácter social, nas
quais estão incluídas a reeducação dos reclusos como também a sua reinserção na
sociedade.
A vertente educacional, nem sempre esteve presente nos estabelecimentos
prisionais. O primeiro projeto de educação a ser desenvolvido nas prisões foi a Prisão-
Escola que teve inicialmente o grande objetivo de integrar os jovens delinquentes com
idades compreendidas entre os 15 e os 21 anos. Nova Iorque, nos Estados Unidos da
América, foi a cidade pioneira neste projeto de integração e com o passar dos anos o
conceito foi-se espalhando para outros países. Só em 1989 é que o Comité do Conselho
da Europa (CCE) concordou com o ensino nas prisões, ao criar e implementar políticas
que desenvolvessem o ensino em contexto prisional de forma idêntica ao ensino regular.
E é neste aspeto, no ensino em contexto prisional, que este estudo se centraliza.
O trabalho teve como objetivo principal a caracterização do ensino nos estabelecimentos
prisionais e a sua contextualização curricular. Neste trabalho respondemos às seguintes
questões essenciais: Será que os professores/formadores vêm o ensino em contexto
prisional como o ensino regular? Será que os professores/formadores adaptam o seu
método de ensino e as suas estratégias pedagógicas a este tipo de ensino? Quais serão as
preocupações sentidas no momento da construção do projeto educativo, no projeto
curricular e no projeto curricular de turma? Será que o ensino difere consoante o tipo de
população reclusa ou consoante a localidade do estabelecimento prisional?
Prison establishments appear in the eyes of most citizens as a space with an extremely negative charge. The perceived reality and the elements obtained during the research work lead us to conclude that there is a long wayto go to overcome taboos and invest in thistype of institutions in order to improve education and training in prisons.Considered overseveral centuries as merely punitive centers, it was with the elaboration of the Penal Reforms and the Reform of the Prison Organization, in the Portuguese case, that the prisons were able to enjoy some improvements in meeting the social concerns, which are included the re-education of prisoners as well as their reintegration intosociety. The educational aspect was not always present in prisons. The first education project to be developed in prisons was the Prison School which initially had the great objective of integrating young offenders between the ages of 15 and 21. New York, in the United States of America, was the pioneer city in this integration project and over the years the concept has spread to other countries. It was only in 1989 that the Council of Europe Committee (CEC) agreed to prison education by creating and implementing policiesthat would develop prison education in the same way asregular education. And it is in this aspect, in teaching in prison context, that this study is centralized. The main objective of this study was to characterize teaching in prisons and its curricular contextualization. In this paper we answer the following essential questions: Do teachers / trainers see teaching in prisons asregularteaching? Do teachers/ trainers adapt theirteachingmethods and pedagogical strategies to this type of teaching? What will be the concerns felt at the time of the construction of the educational project, in the curricular project and in the curricular project of the class? Does the teaching differ according to the type of prison population or according to the localityofthe prison?
Prison establishments appear in the eyes of most citizens as a space with an extremely negative charge. The perceived reality and the elements obtained during the research work lead us to conclude that there is a long wayto go to overcome taboos and invest in thistype of institutions in order to improve education and training in prisons.Considered overseveral centuries as merely punitive centers, it was with the elaboration of the Penal Reforms and the Reform of the Prison Organization, in the Portuguese case, that the prisons were able to enjoy some improvements in meeting the social concerns, which are included the re-education of prisoners as well as their reintegration intosociety. The educational aspect was not always present in prisons. The first education project to be developed in prisons was the Prison School which initially had the great objective of integrating young offenders between the ages of 15 and 21. New York, in the United States of America, was the pioneer city in this integration project and over the years the concept has spread to other countries. It was only in 1989 that the Council of Europe Committee (CEC) agreed to prison education by creating and implementing policiesthat would develop prison education in the same way asregular education. And it is in this aspect, in teaching in prison context, that this study is centralized. The main objective of this study was to characterize teaching in prisons and its curricular contextualization. In this paper we answer the following essential questions: Do teachers / trainers see teaching in prisons asregularteaching? Do teachers/ trainers adapt theirteachingmethods and pedagogical strategies to this type of teaching? What will be the concerns felt at the time of the construction of the educational project, in the curricular project and in the curricular project of the class? Does the teaching differ according to the type of prison population or according to the localityofthe prison?
Descrição
Palavras-chave
Prisão Aprendizagem ao longo da vida Educação de adultos Escola School curriculum Prison Lifelong learning Adult education