Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-25T13:00:42Z No. of bitstreams: 1 arquivototal.pdf: 4451402 bytes, checksum: 426645cedca2523bd4c2e78680d37d87 (MD5) / Made available in DSpace on 2016-01-25T13:00:42Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4451402 bytes, checksum: 426645cedca2523bd4c2e78680d37d87 (MD5) Previous issue date: 2014-04-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this study we proposed to reflect on the experiences and learning (re) constructed in the prison by female ex-prisoners and recidivists from the penitentiary system in the state of Paraiba. We focus our attention on understanding the biographical meaning which they attribute to that learning in the process of social reinsertion. In general terms, we developed an analytical reflection on the multifaceted character of the prison, and in particular on that which refers to that set of aspects which contribute to triggering off this learning in its social dimensions (which take place in formal, non-formal and informal processes of learning) and individual dimensions (which aggregate the subjective dimension). We start from the hypothesis that although the spaces of privation of liberty possess an anti-educational peculiarity, given their internal problematic structure (with marks of authoritarianism, rigid routine, overcrowding, etc.), they also constitute a locus of multiple learning – whether that be extracted from the field of their previous life (family, work, leisure, etc.) which in spite of being recreated in the prison, does not annul nor substitute it. Moreover, it remains as a reference for the interns and is produced in that context as an alternative for dealing with experiences of privation characteristic of imprisonment and as a strategy for shortening the sentence. The starting point for this approach were the results of the investigation developed during the master’s degree course, which, on the one side, revealed the strong relationship between women’s biographical learning and the motives which lead them to imprisonment and, on the other, showed the diverse possibilities of learning (not only those linked to crime) extant in the prison, although little perceived and considered in the educational processes there present. These results raised the key question of this thesis which is: if the learning acquired throughout life - by means of experience of socialization, was responsible for these women entering prison, what can we say when we add to this baggage of experience and learning (marked by the negation of basic human rights), a new repertoire of learning linked to the experience of domination and subjugation characteristic of the prison context, and at the same time to the ontological desire for liberty? Our interest in comprehending how a group of female ex-prisoners and recidivists redirected their lives after living the experience of prison led us to adopt the theoretical-methodological perspective of biographicity (ALHEIT e DAUSIEN, 1996, 2000, 2007). On the basis of this theoretical-methodological focus, we analysed the meaning attributed by these women to the learning produced and/or re-elaborated in prison, during the process of social reinsertion. From our analyses of their narratives, we understand that the learning which is prevalent in the construction of their biographies, while they are in prison, is that which is necessary for their survival inside. In all the cases narrated, learning to live together reveals itself to be an indispensable condition. In addition, it became clear that when the experiences and learning brought from other fields of life before the period of imprisonment (in the family, school, work, amorous relations, religion, etc. spheres) are added to these prison sociabilities they can both result in continuities and in ruptures and discontinuities on the post-prison biographical plan. But that also depended on the subjective meaning attributed to the learning in this context. Thus the conjunction of these sociabilities with the subjectivities helped these women to construct old and new postures in society, signalling the framing of the prison biographies and biographicities. In turn, we argue that to enlarge the chances of these women (with prison experience) of framing their biographies in the spirit of social reintegration, divested of the prison biographies (linked to recidivism), besides being necessary for enlarging the possibilities of learning in prison (by means of formal and non-formal effective educational actions), it is also necessary to give value to the informal experiences and learning (learning from living together) in the formative processes extant in that context. We conclude finally that the social reintegration of the imprisoned female population, translated in the framing of biographicities, depends as much on the articulation between the different ways of learning acquisition to which the prison gives rise as on educating society in order to achieve the goal of accepting these women back after the completion of their sentences. / Esse estudo se propôs a refletir as experiências e aprendizagens (re)construídas no cárcere por egressas e reincidentes do sistema prisional da Paraíba. Focalizamos nosso interesse na compreensão dos sentidos biográficos que elas atribuem a essas aprendizagens no processo de reinserção social. Grosso modo, realizamos uma reflexão analítica sobre o caráter multifacetado da prisão, particularmente, no que se refere ao conjunto de aspectos que contribuem para o desencadeamento de aprendizagens, em suas dimensões sociais (que ocorrem nos processos formais, não formais e informais de aprendizagem) e individuais (que agregam a dimensão subjetiva). Partimos do pressuposto de que os espaços de privação de liberdade embora possuam uma peculiaridade antieducativa, dada à estrutura interna problemática que apresenta (com marcas de autoritarismo, rígida rotina, superlotação, etc.), se constituem em lócus de múltiplas aprendizagens - sejam as extraídas dos campos da vida anterior (família, trabalho, lazer, etc.), que apesar de serem recriados na prisão, não as anulam nem as substituem, permanecem como referentes para os reclusos e são produzidas nesse contexto como alternativa para lidar com as experiências de privação, próprias do encarceramento, e como estratégia para abreviar a pena. O ponto de partida para essa abordagem foram os resultados da investigação desenvolvida no mestrado, que, de um lado, constatou a forte relação entre as aprendizagens biográficas de mulheres e os motivos que as conduziram ao encarceramento e de outro, revelou as diversas possibilidades de aprendizagens (não apenas aquelas ligadas ao crime) existentes na prisão, embora pouco percebidas e consideradas nos processos educativos ali presentes. Estes resultados suscitaram o questionamento chave desta tese, qual seja: se as aprendizagens adquiridas ao longo da vida - por intermédio das experiências de socialização, foram propiciadoras da entrada dessas mulheres na prisão, o que dizer delas quando somam a essa bagagem de experiências e aprendizagens (marcadas pela negação de direitos humanos básicos) um novo repertório de aprendizagens ligado às experiências de dominação e subjugação próprias do contexto prisional, e ao mesmo tempo ao desejo ontológico de liberdade? O interesse por compreender como um grupo de mulheres egressas e reincidentes reconduzem suas vidas após vivenciarem a experiência da prisão nos aproximou da perspectiva teórica-metodológica da biograficidad (ALHEIT e DAUSIEN, 1996, 2000, 2007). Com base neste enfoque teórico-metodológico foi que analisamos os sentidos atribuídos por essas mulheres, às aprendizagens produzidas e/ou reelaboradas na prisão, no processo de reinserção na sociedade. Das análises de suas narrativas, depreendemos que as aprendizagens que prevalecem na construção de suas biografias, enquanto estão na prisão, são aquelas que urgem como necessárias para a sobrevivência dentro dela. Em todos os casos narrados o aprender a conviver se colocou como uma condição indispensável nesse contexto. Além disso, ficou claro que as experiências e aprendizagens trazidas de outros campos da vida anteriores a prisão (na esfera da família, da escola, do trabalho, das relações amorosas, da religião, etc.) ao serem adicionadas a estas sociabilidades carcerárias podem resultar tanto em continuidades como em rupturas e descontinuidades no plano biográfico pós-prisional. Mas isso também dependeu dos sentidos subjetivos atribuídos às aprendizagens desse contexto. Portanto, a reunião destas sociabilidades com as subjetividades ajudaram essas mulheres à construção de velhas ou de novas posturas na sociedade, sinalizando a emolduração de biografias prisioneiras e de biograficidades. Por sua vez, defendemos que para ampliar as chances dessas mulheres (com experiência prisional) de emoldurarem suas biografias em direção à reintegração social, desvinculadas das biografias prisioneiras (ligadas à reincidência), além de ser necessário ampliar as possibilidades de aprendizagens no cárcere (por meio de ações educativas formais e não formais efetivas), também se faz necessária a valorização das experiências e aprendizagens informais (aprendizagem da convivência) nos processos formativos existentes nesse contexto. Conclui-se, por fim, que a reintegração social da população feminina encarcerada, traduzida na emolduração de biograficidades, depende tanto da articulação entre as diferentes formas de aquisição de aprendizagens (formais, não formais e informais) provenientes da prisão; como da educação da sociedade para o alcance deste propósito ao aceitá-las de volta.

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The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.