Gestão escolar no ambiente prisional feminino: limites e (im)possibilidades

Abstract

This study is the result of the follow-up to the Extension Project "From captivity to freedom: Narratives of women's stories in prison”, in the year 2015 and 2016. While keeping up with the project, I also observed the School Management of the Nucleus where the educational activities are developed with the women of the Regional Prison of Santa Maria / RS. The challenges posed by the security system in relation to the educational process as a whole allow us to think many nuances with regard to Management in relation to its limits and (im)possibilities. The social and professional reintegration of the victims is part of a reality that deserves attention as the number of crimes committed by women is increasing and, in this sense, the study takes into account the need for a democratic educational process that is part of daily life of the distressed students, motivating them to later enter the world of work by providing education as a tool for emancipation, freedom and autonomy. The view of the educational system must (be) to turn to a public, laic, universal education of quality for all and for all life in different times and spaces, as there is an increasing need for underprivileged groups to be reintegrated Employment opportunities and income. To the extent that educational management is consistent with public policies for education in a democratic way, especially those who need more attention in the state for improvements in personal and professional life, there may actually be social inclusion and occupational (re) insertion. In this sense, the study intended to analyze how the School Management of NEEJACP interacts with the process of building autonomy and learning of the distressed women during their sentence. As a methodological support, the research was of a qualitative nature, based on the case study, resulting in the configuration of a fragmented prison school management and guided by a security system to the detriment of the entire educational process. Thus, to support the analysis of the reality lived in the NEEJACP before the institutionalized prison system, as a theoretical contribution the research was developed under the Freirean perspective, and the transforming feature of its progressive liberation pedagogy is fundamental to both the integral formation and the diffusion of a more democratic and humanized prison education.