Navegando por Autor "Leonardo, Taís Melo da Silva"

Agora exibindo 1 - 1 de 1

Desafios dos pedagogos para atuar em unidades prisionais: revisitando a literatura acadêmica
(2018-08-31) Leonardo, Taís Melo da Silva; Alencar, Anderson Fernandes de; http://lattes.cnpq.br/9517716593738845; http://lattes.cnpq.br/4399468575211976
The education in prison units still reflects a dark historical construct that permeates this space, and that often ends up inhibiting or coagulating the professionals that can act in them, there are in fact, several problems that only corroborate more and more for the succumbency of the system Brazilian prisons, and despite the legitimacy and obligatoriness of the offer of education in penal establishments, as we look at this, we are faced with a universe still limited, as much as the other actions directed at the prison units as well as the Brazilian educational system. Therefore, it is necessary to unveil more and more the processes inherent in the prison units, and in this case, to go more closely in what concerns the offer of education and the training of teachers, and more specifically of pedagogues that work in these spaces. The discussions that have been proposed in this research correspond to the need to know and present one of the spaces of action of the pedagogue that is not so conventional, that in this case, refers to its performance in prison units. To this end, it is proposed as a general objective: to analyze the trajectory and challenges of education in prisons under the teacher training curriculum; and specific: present the main legal frameworks of education in prisons in Brazil and carry out a systematic survey on virtual platforms of: scientific articles published in annals, periodicals and magazines, as well as monographs, theses and dissertations that present as pedagogical object and their performance in prison units. This is a documentary research, with qualitative and quantitative approach, the instrument used for data collection was the collection of written records, analyzed under the bias of the content analysis. thirty - four documents between officials and academic research were identified and analyzed, which pointed out the need for a dialogue between what is needed in the prison educational reality and the initial and continuing training courses, as well as the public education and prisons education policies.