Educação científica no sistema prisional: um estudo sobre a percepção de docentes da área de ciências

Abstract

The present work aims to investigate the perception of science teachers at a school located in a prison unit on the role of scientific education in the process of comprehensive training and resocialization of people deprived of liberty. The theoretical contribution of the research is based on the conception of education from historical-critical pedagogy and the conception of human being from historical-cultural psychology, both supported by the assumptions of historical-dialectical materialism, so that the theme is contextualized in the contradictions that involve the relationship between the prison system and education in capitalist society. The text addresses the legal system as an instrument of social control, the criminalization of poverty and racism in the Brazilian penitentiary system, the exclusionary role of prison institutions in bourgeois society and scientific literature that addresses education as one of the means of reducing criminal recidivism. In the discussion about the relationship between education and society, it defends the assumptions of historical-critical pedagogy, whose counter-hegemonic stance affirms the importance of scientific, artistic and philosophical content to transform the worldview of students, as well as historical understanding. of human being found in the precepts of historical-cultural psychology. Given the relevance that these theories attribute to scientific knowledge for the process of humanization and transformation of subjects, the objective of the research is to investigate how teachers at a school aimed at people deprived of liberty understand the contribution of science education to the development of these subjects and their post-prison life. The methodology used for data collection will be a semi-structured interview with science teachers from a school located in a prison unit and the methodology used for data analysis will be the content analysis method. The results indicate that the perception of the participating teachers about the relationship between scientific education and the comprehensive training of people in a situation of incarceration is limited to promoting, for the most part, the adaptation of the individual to the current model of Society.