The study had two aims. The first aim was to develop and present an understanding of the lived experience of selected individual prisoners relating to their formal education and vocational training. The second aim was to identify points of potential heuristic interest relating to ostensible needs for social action to reduce the incidence of juvenile and continuing engagement by individuals in criminal activities, and to address education and vocational training issues relating to the integration or reintegration of incarcerated offenders into the wider Australian society after their release from custody. A constructivist conceptual framework was adopted to guide the selection of the methodology of the study and the interpretation of the data obtained through implementation of the methodology. The methodology involved analysis of written transcripts of audio-recorded self-narratives of selected prisoners to generate the data used in the study. Prisoners from three Queensland correctional centres for adult males were selected for participation in the study primarily on the basis of their personal history of juvenile and continuing engagement in criminal offending principally associated with obtaining financial income, and their willingness to voluntarily participate. Participants’ self-narratives, relating principally to their lived experience of formal education and vocational training, were audio-recorded in individual, relatively unstructured interview sessions with the researcher. Written transcripts of the audio-recordings of interview sessions with a total of 15 participants were selected for analysis on the basis of their apparent relevance to the aims of the study. Two general types of narrative analysis methods were used to analyse the transcripts. The first of these was simple inspection of each transcript, which was used to identify categories of background information about the participants, including selected inferred general characteristics of such prisoners, and to identify instances of the content of these categories in individual cases. Inferred characteristics of prisoners were constructed from a review of literature relating to prisoners in Australia, and were selected for inclusion in the study on the basis of claimed relationships between people’s experience of disadvantage during their juvenile years and their engagement in a criminal career which they began in their juvenile years...

SOARES, Carla Poennia Gadelha. Primeira escola prisional do Ceará: a avaliação da aprendizagem. 2015. 258f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-03-30T16:29:02Z No. of bitstreams: 1 2015_dis_cpgsoares.pdf: 7562745 bytes, checksum: 4eb40fbf3fb6d68e57dbd021e994ac78 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-03-31T13:59:15Z (GMT) No. of bitstreams: 1 2015_dis_cpgsoares.pdf: 7562745 bytes, checksum: 4eb40fbf3fb6d68e57dbd021e994ac78 (MD5) / Made available in DSpace on 2015-03-31T13:59:15Z (GMT). No. of bitstreams: 1 2015_dis_cpgsoares.pdf: 7562745 bytes, checksum: 4eb40fbf3fb6d68e57dbd021e994ac78 (MD5) Previous issue date: 2015 / Every prisoner has the opportunity to benefit from education. Education in prison can provide access to broader learning opportunities for prisoners to enhance their chances of building a better life after release. Therefore, they are far less likely to return to prison and significantly more likely to find employment after their release. Education is an indispensable contribution for their resocialization (AGUIAR, 2012; ANDRIOLA, 2008, 2010, 2011; JULIÃO, 2009). Nevertheless, an exhausting study of the state of the art revealed a lack of a larger discussion on the theme concerning to assessment in education in prison. The main purpose of the current research was to accomplish an investigation about the practice of assessment for incarcerated students registered in High School at EEFM Aloísio Leo Arlindo Lorscheider, first school of education in prison in Ceará-Brazil. Specifically, this study aimed: i) knowing the teacher’s conceptions about assessment in the context of education in prison; ii) describing the procedures and instruments of assessment used by teachers for captive students; iii) presenting the difficulties in the daily practice of assessment for imprisoned students; iv) gathering suggestions of school managers, teachers and students for the improvement of assessment’s practice in the context of jail. Thus, a qualitative research was accomplished, as a case study, at Instituto Penal Feminino Desembargadora Auri Moura Costa (IPF). The instruments used for data collection were semi-structured interview, questionnaire and analysis of documents. A content analysis of the collected data was accomplished. The intentional samples were composed by: i) 10 incarcerated female students registered in adult education, at High School level; ii) 2 teachers of High School level at prison school; iii) 3 coordinators e 1 member of school management, 16 subjects altogether. The results revealed the need of an assessment able to certify and use grades to register the situation of students\' learning, as well as the need of development of a Political Pedagogical Project for the school. Besides, it is necessary to create a model of assessment specific for the context of classrooms in prison school. The suggestions point to the importance of investment in pedagogic and human resources as well as an appropriate teacher’s formation. / Todo prisioneiro deve ter a oportunidade de se beneficiar da Educação. A educação prisional pode prover acesso a oportunidades de aprendizagem mais amplas a fim de que o encarcerado aumente as chances de construir uma vida melhor depois de cumprir a sua pena. Por conseguinte, a reincidência se torna menos provável e encontrar um emprego se torna significativamente mais provável. A Educação é uma contribuição imprescindível para a ressocialização (AGUIAR, 2012; ANDRIOLA, 2008, 2010, 2011; JULIÃO, 2009). Após exaustivo levantamento do estado da arte, constatou-se a escassez de uma maior discussão no que concerne à avaliação da aprendizagem na educação prisional. Esta pesquisa teve como objetivo geral realizar uma investigação da prática de avaliação da aprendizagem escolar de alunos privados de liberdade matriculados no Ensino Médio da EEFM Aloísio Leo Arlindo Lorscheider, primeira escola de educação em prisões do estado do Ceará. Especificamente, tencionou-se: i) conhecer as concepções dos professores sobre a avaliação da aprendizagem escolar no contexto da educação em prisões; ii) descrever os procedimentos e instrumentos avaliativos utilizados pelos professores junto aos discentes encarcerados; iii) expor as dificuldades que se apresentam no cotidiano; iv) coletar sugestões do núcleo gestor, professores e alunos para a melhoria das práticas avaliativas no contexto do cárcere. Para esse propósito, foi realizada uma pesquisa de natureza qualitativa, realizada no Instituto Penal Feminino Desembargadora Auri Moura Costa (IPF), na forma de estudo de caso. Os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada, o questionário e a análise de documentos. Foi realizada uma análise de conteúdo dos dados coletados. As amostras foram intencionais e compostas por: i) 10 alunas privadas de liberdade matriculadas na modalidade EJA, na etapa do Ensino Médio; ii) 2 professoras que atuam no Ensino Médio da escola prisional; iii) 3 coordenadoras escolares e 1 diretor-geral do núcleo gestor, perfazendo um total de 16 sujeitos. Os resultados revelaram a necessidade de uma avaliação com poder certificador e do uso das notas escolares para registrar a situação da aprendizagem das alunas, bem como a formalização desses parâmetros no Projeto Político-Pedagógico da escola. Além disso, urge planejar um modelo de avaliação da aprendizagem direcionado ao contexto da sala de aula em espaços privativos de liberdade. As sugestões apontam para a importância de investimento em recursos pedagógicos e humanos, bem como para uma formação docente adequada.

nÃo hà / Todo prisioneiro deve ter a oportunidade de se beneficiar da EducaÃÃo. A educaÃÃo prisional pode prover acesso a oportunidades de aprendizagem mais amplas a fim de que o encarcerado aumente as chances de construir uma vida melhor depois de cumprir a sua pena. Por conseguinte, a reincidÃncia se torna menos provÃvel e encontrar um emprego se torna significativamente mais provÃvel. A EducaÃÃo à uma contribuiÃÃo imprescindÃvel para a ressocializaÃÃo (AGUIAR, 2012; ANDRIOLA, 2008, 2010, 2011; JULIÃO, 2009). ApÃs exaustivo levantamento do estado da arte, constatou-se a escassez de uma maior discussÃo no que concerne à avaliaÃÃo da aprendizagem na educaÃÃo prisional. Esta pesquisa teve como objetivo geral realizar uma investigaÃÃo da prÃtica de avaliaÃÃo da aprendizagem escolar de alunos privados de liberdade matriculados no Ensino MÃdio da EEFM AloÃsio Leo Arlindo Lorscheider, primeira escola de educaÃÃo em prisÃes do estado do CearÃ. Especificamente, tencionou-se: i) conhecer as concepÃÃes dos professores sobre a avaliaÃÃo da aprendizagem escolar no contexto da educaÃÃo em prisÃes; ii) descrever os procedimentos e instrumentos avaliativos utilizados pelos professores junto aos discentes encarcerados; iii) expor as dificuldades que se apresentam no cotidiano; iv) coletar sugestÃes do nÃcleo gestor, professores e alunos para a melhoria das prÃticas avaliativas no contexto do cÃrcere. Para esse propÃsito, foi realizada uma pesquisa de natureza qualitativa, realizada no Instituto Penal Feminino Desembargadora Auri Moura Costa (IPF), na forma de estudo de caso. Os instrumentos utilizados para a coleta de dados foram a entrevista semiestruturada, o questionÃrio e a anÃlise de documentos. Foi realizada uma anÃlise de conteÃdo dos dados coletados. As amostras foram intencionais e compostas por: i) 10 alunas privadas de liberdade matriculadas na modalidade EJA, na etapa do Ensino MÃdio; ii) 2 professoras que atuam no Ensino MÃdio da escola prisional; iii) 3 coordenadoras escolares e 1 diretor-geral do nÃcleo gestor, perfazendo um total de 16 sujeitos. Os resultados revelaram a necessidade de uma avaliaÃÃo com poder certificador e do uso das notas escolares para registrar a situaÃÃo da aprendizagem das alunas, bem como a formalizaÃÃo desses parÃmetros no Projeto PolÃtico-PedagÃgico da escola. AlÃm disso, urge planejar um modelo de avaliaÃÃo da aprendizagem direcionado ao contexto da sala de aula em espaÃos privativos de liberdade. As sugestÃes apontam para a importÃncia de investimento em recursos pedagÃgicos e humanos, bem como para uma formaÃÃo docente adequada. / Every prisoner has the opportunity to benefit from education. Education in prison can provide access to broader learning opportunities for prisoners to enhance their chances of building a better life after release. Therefore, they are far less likely to return to prison and significantly more likely to find employment after their release. Education is an indispensable contribution for their resocialization (AGUIAR, 2012; ANDRIOLA, 2008, 2010, 2011; JULIÃO, 2009). Nevertheless, an exhausting study of the state of the art revealed a lack of a larger discussion on the theme concerning to assessment in education in prison. The main purpose of the current research was to accomplish an investigation about the practice of assessment for incarcerated students registered in High School at EEFM AloÃsio Leo Arlindo Lorscheider, first school of education in prison in CearÃ-Brazil. Specifically, this study aimed: i) knowing the teacherâs conceptions about assessment in the context of education in prison; ii) describing the procedures and instruments of assessment used by teachers for captive students; iii) presenting the difficulties in the daily practice of assessment for imprisoned students; iv) gathering suggestions of school managers, teachers and students for the improvement of assessmentâs practice in the context of jail. Thus, a qualitative research was accomplished, as a case study, at Instituto Penal Feminino Desembargadora Auri Moura Costa (IPF). The instruments used for data collection were semi-structured interview, questionnaire and analysis of documents. A content analysis of the collected data was accomplished. The intentional samples were composed by: i) 10 incarcerated female students registered in adult education, at High School level; ii) 2 teachers of High School level at prison school; iii) 3 coordinators e 1 member of school management, 16 subjects altogether. The results revealed the need of an assessment able to certify and use grades to register the situation of students\' learning, as well as the need of development of a Political Pedagogical Project for the school. Besides, it is necessary to create a model of assessment specific for the context of classrooms in prison school. The suggestions point to the importance of investment in pedagogic and human resources as well as an appropriate teacherâs formation.

Thesis advisor: Andrés Castro Samayoa / The involvement of colleges and universities in the provision of higher education opportunities in prison has reemerged after a long pause following the 1994 Omnibus Crime Bill, which effectively ended the majority of postsecondary prison education programs. The 2016 Second Chance Pell Program has been instrumental in the development and expansion of higher education opportunities in prison. Support for justice reform measures has led to the likely full restoration of Pell Grant availability in prisons, taking effect as early as 2023, with funding for the initiative included in the most recent congressional stimulus bill. Both Second Chance Pell and one of the most progressive state-level prison education policies, New York’s Right Priorities initiative, rely almost exclusively on positioning higher education in prison as a tool for meeting the market needs of the state: reduced recidivism equating to taxpayer savings. This dissertation extends prior research examining the pitfalls of justifications overly reliant on narratives of recidivism. Using a three-article approach, it explores justifications capable of articulating the full moral vigor necessary to sustain long-term commitments to such policies and programs, ones that prioritize humanized responses to incarceration. The first article amplifies justifications articulated by those who have been the beneficiaries of such educational opportunities, investigating formerly incarcerated student perspectives on the value, meaning, and purpose of such programs. The second article, by focusing on policy developments within the state of New York, examines how the rhetoric of recidivism emerges in media coverage of both federal and state level support for college-level prison education. And, finally, the third article considers the pedagogical implications of adjusting the lens through which programs are defended, exploring the use of andragogical teaching methods—those associated with the tenets of adult education—in the context of prison classrooms. Taken together, each study contributes to literatures examining justifications for higher education in prison, and develops deeper understandings of the need for the provision of such opportunities. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Jusqu’à maintenant, la prison a surtout été analysée à partir du point de vue des détenus et celui des surveillants comme si le vécu de l’enfermement et la relation détenus-surveillants étaient les seuls points de vue permettant d’en apprendre sur ce qu’elle est et d’en saisir le fonctionnement. Nous pensons, pour notre part, que d’autres points de vue sont possibles, voire même souhaitables. C’est le cas, notamment, de celui des enseignants qui exercent leur métier en prison. Bien que théoriquement en mesure d’offrir un complément intéressant aux fonctions de dissuasion et de réinsertion sociale que la prison remplit difficilement à elle seule, le projet éducatif carcéral constitue une activité plus ou moins marginalisée qui est ramenée au niveau des autres activités pénitentiaires. Au premier chef, c’est à la prison que nous sommes tentés d’en imputer la responsabilité et, de fait, elle y est pour quelque chose. D’abord conçue pour neutraliser des criminels, il lui est difficile de les éduquer en même temps. Mais cette marginalisation, nous le verrons, n’est pas le seul fait de la prison. Elle tient aussi beaucoup au mandat qu’ils se donnent et à la façon dont les enseignants se représentent leur travail. S’étant eux-mêmes défini un mandat ambitieux de modelage et de remodelage de la personnalité de leurs élèves délinquants détenus, prérequis, selon eux, à un retour harmonieux dans la collectivité, les enseignants déplorent qu’on ne leur accorde pas toute la crédibilité qui devrait leur revenir. Cette situation est d’autant plus difficile à vivre, qu’à titre de travailleurs contractuels pour la plupart, ils sont déjà, aux yeux du personnel correctionnel, objets d’une méfiance qui sera d’autant plus grande que, pour effectuer leur travail, ils doivent se faire une représentation du délinquant et du délit peu compatibles avec celles qui prévalent dans le milieu. C’est ainsi qu’à la marginalisation comme fait organisationnel se superpose une auto-marginalisation, incontournable, qui est le fait des enseignants eux-mêmes et qui se traduit par leur attitude de réserve à l’égard de la prison. La chose est d’autant plus paradoxale que le mandat que se donnent les enseignants, bien qu’ils s’en gardent de le dire, correspond tout à fait au projet correctionnel. Mais la prison, davantage préoccupée par la gestion du risque que par la réinsertion sociale des détenus, n’a d’intérêt pour l’éducation en milieu carcéral que dans la mesure où elle permet une socialisation à l’idéologie pénitentiaire et contribue à consolider la paix à l’intérieur des murs avec la complicité des enseignants eux-mêmes. Du reste, ces derniers ne sont pas dupes et lui en font grief, encore qu’il soit permis de nous demander si on ne lui reproche pas, plus simplement, de ne pas leur donner toute la place qu’ils croient leur revenir et de les laisser suspendus dans le vide carcéral. / Until now, the prison has been analyzed, primarily, from the prisoners and warders points of view as if the reality of confinement and the prison-warder relationship were the only likely opinions that could allow us to learn how the prison operates and thus understand its function. On the contrary, we think that other points of view are not only possible but even desirable. In particular, this is the case for teachers who are working in prisons. Although theoretically being able to offer an interesting complement to the functions of dissuasion and social rehabilitation that the prison fills with difficulty, the prison educational project constitutes a more or less marginalized activity which is brought down to the level of other penitentiary activities. At its highest degree, we are tempted to charge the prison with responsibility for it; and, in fact, a prison does have a certain liability in this matter. Initially conceived to neutralize criminals, it is difficult for the prison to educate them at the same time as pointed out by the sociology of organizations. This marginalization, we will see, is not solely that of the prison but also in the way in which the teachers perceive their work and the mandate which they assign themselves. Prison teachers have defined, for themselves, an ambitious mandate of modeling and remodeling the personalities of their delinquent pupils, a prerequisite, according to them, for a harmonious return to the community. It is an ambitious mandate for which they feel that they do not receive the respect they deserve. This situation is made all the more difficult because, as contractual workers for the majority, they are, in the eyes of the correctional staff, more or less objects of mistrust. This feeling is increased by the fact that the teachers, in order to carry out their work, develop a portrait of the delinquent and offence that is not very compatible with that which prevails in the prison environment. Thus, this marginalization as an organizational fact superimposes a self-marginalization, impossible to circumvent, which is true of the teachers themselves and which results in their attitude of detachment toward the prison. It is all the more paradoxical that the mandate the teachers give themselves, although they take great care to not say it, corresponds completely with that of the correctional project. Even though the prison is more preoccupied with the risk management of its prisoners rather than their social rehabilitation, it does have an interest in education in prison but only insofar as it merges with penitentiary ideology and contributes to a consolidated peace inside the walls made complicit by the teachers themselves. The latter are not easily deceived and object to this point of view and we may ask ourselves whether their criticism of the prison is simply because the prison does not provide them with the required space they believe they should occupy thus leaving them suspended in a vacuum that is the correctional system.

Jusqu’à maintenant, la prison a surtout été analysée à partir du point de vue des détenus et celui des surveillants comme si le vécu de l’enfermement et la relation détenus-surveillants étaient les seuls points de vue permettant d’en apprendre sur ce qu’elle est et d’en saisir le fonctionnement. Nous pensons, pour notre part, que d’autres points de vue sont possibles, voire même souhaitables. C’est le cas, notamment, de celui des enseignants qui exercent leur métier en prison. Bien que théoriquement en mesure d’offrir un complément intéressant aux fonctions de dissuasion et de réinsertion sociale que la prison remplit difficilement à elle seule, le projet éducatif carcéral constitue une activité plus ou moins marginalisée qui est ramenée au niveau des autres activités pénitentiaires. Au premier chef, c’est à la prison que nous sommes tentés d’en imputer la responsabilité et, de fait, elle y est pour quelque chose. D’abord conçue pour neutraliser des criminels, il lui est difficile de les éduquer en même temps. Mais cette marginalisation, nous le verrons, n’est pas le seul fait de la prison. Elle tient aussi beaucoup au mandat qu’ils se donnent et à la façon dont les enseignants se représentent leur travail. S’étant eux-mêmes défini un mandat ambitieux de modelage et de remodelage de la personnalité de leurs élèves délinquants détenus, prérequis, selon eux, à un retour harmonieux dans la collectivité, les enseignants déplorent qu’on ne leur accorde pas toute la crédibilité qui devrait leur revenir. Cette situation est d’autant plus difficile à vivre, qu’à titre de travailleurs contractuels pour la plupart, ils sont déjà, aux yeux du personnel correctionnel, objets d’une méfiance qui sera d’autant plus grande que, pour effectuer leur travail, ils doivent se faire une représentation du délinquant et du délit peu compatibles avec celles qui prévalent dans le milieu. C’est ainsi qu’à la marginalisation comme fait organisationnel se superpose une auto-marginalisation, incontournable, qui est le fait des enseignants eux-mêmes et qui se traduit par leur attitude de réserve à l’égard de la prison. La chose est d’autant plus paradoxale que le mandat que se donnent les enseignants, bien qu’ils s’en gardent de le dire, correspond tout à fait au projet correctionnel. Mais la prison, davantage préoccupée par la gestion du risque que par la réinsertion sociale des détenus, n’a d’intérêt pour l’éducation en milieu carcéral que dans la mesure où elle permet une socialisation à l’idéologie pénitentiaire et contribue à consolider la paix à l’intérieur des murs avec la complicité des enseignants eux-mêmes. Du reste, ces derniers ne sont pas dupes et lui en font grief, encore qu’il soit permis de nous demander si on ne lui reproche pas, plus simplement, de ne pas leur donner toute la place qu’ils croient leur revenir et de les laisser suspendus dans le vide carcéral. / Until now, the prison has been analyzed, primarily, from the prisoners and warders points of view as if the reality of confinement and the prison-warder relationship were the only likely opinions that could allow us to learn how the prison operates and thus understand its function. On the contrary, we think that other points of view are not only possible but even desirable. In particular, this is the case for teachers who are working in prisons. Although theoretically being able to offer an interesting complement to the functions of dissuasion and social rehabilitation that the prison fills with difficulty, the prison educational project constitutes a more or less marginalized activity which is brought down to the level of other penitentiary activities. At its highest degree, we are tempted to charge the prison with responsibility for it; and, in fact, a prison does have a certain liability in this matter. Initially conceived to neutralize criminals, it is difficult for the prison to educate them at the same time as pointed out by the sociology of organizations. This marginalization, we will see, is not solely that of the prison but also in the way in which the teachers perceive their work and the mandate which they assign themselves. Prison teachers have defined, for themselves, an ambitious mandate of modeling and remodeling the personalities of their delinquent pupils, a prerequisite, according to them, for a harmonious return to the community. It is an ambitious mandate for which they feel that they do not receive the respect they deserve. This situation is made all the more difficult because, as contractual workers for the majority, they are, in the eyes of the correctional staff, more or less objects of mistrust. This feeling is increased by the fact that the teachers, in order to carry out their work, develop a portrait of the delinquent and offence that is not very compatible with that which prevails in the prison environment. Thus, this marginalization as an organizational fact superimposes a self-marginalization, impossible to circumvent, which is true of the teachers themselves and which results in their attitude of detachment toward the prison. It is all the more paradoxical that the mandate the teachers give themselves, although they take great care to not say it, corresponds completely with that of the correctional project. Even though the prison is more preoccupied with the risk management of its prisoners rather than their social rehabilitation, it does have an interest in education in prison but only insofar as it merges with penitentiary ideology and contributes to a consolidated peace inside the walls made complicit by the teachers themselves. The latter are not easily deceived and object to this point of view and we may ask ourselves whether their criticism of the prison is simply because the prison does not provide them with the required space they believe they should occupy thus leaving them suspended in a vacuum that is the correctional system.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-22T14:16:06Z No. of bitstreams: 2 Edson_Souza2016.pdf: 2101085 bytes, checksum: b9a9ea11e480388ed9d095b706be2d2f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-22T14:16:06Z (GMT). No. of bitstreams: 2 Edson_Souza2016.pdf: 2101085 bytes, checksum: b9a9ea11e480388ed9d095b706be2d2f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-20 / This study has as theme the Education in Prison System as factor of Social Rehabilitation of the Imprisoned. In addition, it brings to the attention an overview of the history of prisons from birth to the present day. The methodology of this research consists of a case study in the Industrial Penitentiary of Cascavel (IPC), demonstrating that, despite the contradictions and their biases regarding school education in prisons, there is no doubt that education is an important contributory factor for the social rehabilitation of the imprisoned man. Therefore, we believe that education in prisons is a fundamental factor of social reintegration and fostering the reduction of criminal recidivism, then, it is an act of indispensable contribution in the policy of public security, reduction of crime and increase of social security. We also present the school situation of the prisoners that served and serve their sentence at the Industrial Penitentiary of Cascavel (IPC), in the period from 2012 to 2015, in order to demonstrate the educational level of the prisoners when they arrived at the Prison Unit until the compliance of the sentence. We intend, with this study, to point to future researches that can better evaluate the level of recidivism of those who could study and be professionally prepared for a return to society. It will be a study that will demand a longer and more thorough investigation in search of those who, when leaving the Prison Unit, return to social life a little more educated and professionalized, thus having better conditions to live a life that meets the standards of harmonious coexistence with society and with their own families. We believe that if we return the offending citizens to society, a little more humanized, educated and professionalized, their chances of returning to crime may be lower. This research dialogued with the following theorists Altusser (1998), Baratta (2001), Beccaria (2001), Bitencourt (2011), Foucault (2012), Melossi e Pavarini (2010), Onofre (2007, 2011), Rousseau (2000), Rusche e Kirchheimer (2004) and Goffman (2013). / A presente pesquisa tem como tema a Educação no Sistema Prisional como fator de Reabilitação Social do Aprisionado. Ademais, traz à atenção um panorama da história das prisões desde seu nascimento até os dias de hoje. A metodologia da pesquisa constitui-se em um estudo de caso na Penitenciária Industrial de Cascavel (PIC), apontando que, apesar das contradições e seus vieses quanto à educação escolar nas prisões, não restam dúvidas de que a educação constitui-se num importante fator contributivo para a reabilitação social do homem aprisionado, portanto, acreditamos que a educação nas prisões seja um fundamental fator de reintegração social e fomento à diminuição da reincidência criminal, logo, é um ato de imprescindível contribuição na política de segurança pública, de redução da criminalidade e aumento da segurança social. Apresentamos, ainda, a situação escolar dos aprisionados que cumpriram e cumprem pena na Penitenciária Industrial de Cascavel (PIC), no período compreendido entre o 2012 a 2015, com vistas a demonstrar o nível educativo dos apenados ao chegarem na Unidade Prisional até atingirem o cumprimento da pena. Pretendemos com este estudo apontar para futuras pesquisas que possam melhor avaliar o nível de reincidência dos apenados que puderam estudar e ser preparados profissionalmente para um retorno à sociedade. Será um estudo que demandará uma investigação mais demorada e minuciosa em busca dos que, ao deixarem a Unidade Prisional, retornam para o convívio social um pouco mais instruídos e profissionalizados, tendo, assim, melhores condições de levar uma vida que atenda aos padrões de uma convivência harmônica com a sociedade e com suas próprias famílias. Acreditamos que se devolvermos o cidadão infrator à sociedade, um pouco mais humanizado, instruído e profissionalizado, suas chances de tornar ao crime podem ser menores. Esta pesquisa dialogou com os seguintes teóricos Altusser (1998), Baratta (2001), Beccaria (2001), Bitencourt (2011), Foucault (2012), Melossi e Pavarini (2010), Onofre (2007, 2011), Rousseau (2000), Rusche e Kirchheimer (2004) e Goffman (2013).

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-09T18:59:40Z No. of bitstreams: 1 Dissertação Sonia REVISADA -- RETIRADAS FEITAS (2).pdf: 403599 bytes, checksum: 96e951ceaebbf2c2269de63f0af15f09 (MD5) / Made available in DSpace on 2016-09-09T18:59:40Z (GMT). No. of bitstreams: 1 Dissertação Sonia REVISADA -- RETIRADAS FEITAS (2).pdf: 403599 bytes, checksum: 96e951ceaebbf2c2269de63f0af15f09 (MD5) Previous issue date: 2016-03-22 / This dissertation consists of three studies that investigated the importance that freedom-deprived students attribute to education in prison and possible associations of these concepts to subjective well-being. The first study consists of a survey of national scientific papers published from December 2005 to May 2013 on education in prison services. This research used bibliographic materials collected from three databases: Journals of Higher Education Personnel Improvement Coordination (CAPES), Virtual Health Library in Psychology (BVS-Psi Brazil) and Digital Library of Theses and Dissertations (BDTD Brazil). Twenty-one papers met the search criteria and were selected for this study: twelve articles, seven Master’s and two Doctoral Dissertations. The selected production revealed that the most recurrent themes on education in the prison context are the educational practices employed, the reasons that make prisoners want to study, the history and the regulation of education in prison services. The second study in this research analyzed the Positive and Negative Affection dimension, as well as the level of Optimism and Pessimism among the freedom-deprived students of a Parana State Penitentiary, in Brazil. Such investigation aimed to measure the level of subjective well-being of 50 freedom-deprived students. The objective was to select the participants for the third study, as the following question pervaded the study: do men with higher scores of negative affection and the more pessimistic ones describe their schooling trajectories as less meaningful? The study used the Zanon Positive-Negative Affect scale and the LOT-R scale (Life Orientation Test) which evaluates optimism. Descriptive statistics revealed that the participants had higher scores on Positive Affection factors (M = 42.6) and Optimism factors (M = 27.05) and lower scores on Negative Affection factors (M = 14.22) and Pessimism factors (M = 5, 76). The third study aimed to identify what the freedom-deprived student thinks about education in prison, as well as verify the possible relation with subjective well-being. Therefore, according to the results obtained in the second study, eight men were selected to participate, chosen as follows: four men who obtained high scores of optimism and positive affection and four men who obtained high scores of negative affection and pessimism. A semi-structured interview was conducted to collect data. The findings indicated that there were no differences in the responses of the participants with the highest scores of positive affection and optimism when compared to those who obtained the highest scores in negative affection and pessimism. Both groups of participants refer to school as a formative and welcoming environment, which offers resources that enable them to return to society. The participants talk about freedom of expression, respect, good relationships with teachers, setting goals and dreams. The school seems to have a strengthening role in the increase of well-being. This study intends to collaborate with the creation of educational strategies that prepare and promote awareness of freedom-deprived students concerning the importance of education in life and for their return to society. Future studies are advised to shed light on the construction of theories that support the organization of an effective education in the prison context. / Esta dissertação está composta de três estudos que investigaram a importância atribuída pelo aluno privado de liberdade à educação recebida no cárcere e as possíveis associações de tais concepções com o bem-estar subjetivo. O primeiro estudo consiste em um levantamento de trabalhos científicos nacionais da última década, publicados entre dezembro de 2005 e maio e de 2013, sobre a educação escolar no sistema prisional. O desenvolvimento da pesquisa deu-se a partir da coleta de materiais bibliográficos, tendo sido utilizado, para tanto, as bases de dados Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Biblioteca Virtual de Saúde Psicologia (BVS-Psi) e Biblioteca Digital de Teses e Dissertações (BDTD). No total, foram recuperados vinte e um trabalhos que atenderam aos critérios de busca, sendo: doze artigos, sete dissertações e duas teses. O conteúdo da produção analisada possibilitou identificar que entre as temáticas mais recorrentes sobre a educação no contexto prisional, encontram-se as práticas educativas desenvolvidas, os motivos que levam os presos a desejarem estudar, o histórico e a regulamentação do ensino nas prisões. No segundo estudo foi analisado o nível de Afetos Positivos e Negativos, bem como de Otimismo e Pessimismo dos estudantes privados de liberdade de uma penitenciária do Estado do Paraná. Com a realização dessa investigação, buscou-se medir o nível de bem-estar subjetivo de 50 educandos privados de liberdade, com a finalidade de selecionar os participantes para o estudo três, pois tinha-se como indagação o seguinte ponto: se homens com maiores pontuações de afetos negativos e mais pessimistas descreveriam suas trajetórias de escolarização com menos significação. Como instrumentos de coleta de dados foram utilizadas as escalas Zanon de Afetos Positivos e Negativos e a escala LOT-R (Life Orientation Test), que avalia otimismo. As estatísticas descritivas apontaram que os participantes obtiveram maiores pontuações nos fatores Afetos Positivos (M=42,6) e Otimismo (M=27,05) e menores pontuações em Afetos Negativos (M=14,22) e Pessimismo (M=5,76). O terceiro estudo teve como objetivo conhecer o que o aluno privado de liberdade pensa a respeito da educação no cárcere e também verificar as possíveis associações com o bem-estar subjetivo. Para tanto, foram participantes do estudo oito homens selecionados a partir dos resultados do estudo dois, ou seja, quatro homens que obtiveram alta pontuação em otimismos e afetos positivos e quatro homens que obtiveram alta pontuação em afetos negativos e pessimismo. Como instrumento de coleta de dados foi utilizada uma entrevista semiestruturada. Sendo assim, os dados possibilitaram concluir que não foram identificadas diferenças nas respostas dos participantes com maior escore de afetos positivos e otimismo em relação aos que obtiveram maior escore em afetos negativos e pessimismo. Os dois grupos de participantes referem-se à escola como um espaço formativo, acolhedor e possibilitador de recursos para retornar para a sociedade. Esses alunos falam de liberdade de expressão, de respeito, de vínculos com os docentes, de estabelecimento de metas e de sonhos. A escola parece ter uma função potencializadora de bem-estar. Espera-se que o estudo colabore para a criação de estratégias educativas que possam favorecer a sensibilização e a preparação de alunos privados de liberdade quanto à importância da educação na vida e no retorno à sociedade. Novas investigações são recomendadas a fim de que se possam construir bases teóricas que subsidiem uma organização escolar efetiva no contexto prisional.

To decrease the steady rise in the prison population, we must deter ex-offenders from re-offending and recidivating, once they have been released. For ex-offenders, finding employment is critical to successful post-release re-integration which can help reduce the chances of them recidivating. Ex-offenders who are consistent in their employment patterns are less likely to return to a life of crime. This study investigated the relative importance and significance of 11 selected variables on four separate levels of employment consistency. The selected variables were chosen based on what has been identified in the literature as effecting employment patterns of ex-offenders and the general population, and what data was reliable and available. The study group consisted of 2,314 male Virginia ex-offenders released in fiscal year 2001. The results revealed that the variables of time served, career and technical education program completions, educational level, age at release, race, and being convicted of a violent offense were positive predictors of employment consistency. On the other hand, having a record of minor infractions and being a repeat offender were associated with decreasing employment consistency in the analysis. The findings of the study suggest that it is important for offenders to make changes in the ways they think and their attitudes. This can be accomplished by taking advantage of opportunities in prison to participate in rehabilitative services and educational programs. In addition, as offenders get older they tend to abandon criminal ways of thinking, and once released they are more apt to stay employed. Furthermore, the influence of the race variable did not affect the study group of ex-offenders as anticipated. / Ph. D.

Currently, offender education, in general, is inadequate in supporting offenders to progress to university, succeed in Higher Education (HE) and progress into sustainable employment. In the community the picture is grim regarding offender education with little literature or policy to support academically able offenders to break free of low-level attainment constraints imposed by institutionalised stereotypical support mechanisms. What little exists is focused on low level attainment: a little Maths and English and basic employability support. Probation staff are ill-equipped to support higher ability offenders due to lack of systems, limited educational offer and funding systems and targets that are designed to support short-term crime reduction targets, at the cost of well documented educational needs of offenders. What is not so well documented is that there is a significant minority group of offenders who are capable and could progress to university, if they had support, encouragement and a probation education system that acknowledged that not all offender needs are linked to basic skills and behavioural issues. It is this one size fits all education system that is at the heart of poor attainment, progression and success and this has been repeatedly reported through independent studies from OFSTED. If probation cannot support lower level education attainment above the minimum standards expected by government, what hope is there for higher ability offenders to access support and education to enable them to progress to HE? This study aims to contribute to the policy debate in community based offender education in the UK by answering the central research question of this thesis: How do you design a community based offender education model that incorporates support to access Higher Education? Preliminary aims include exploring alternative delivery and funding models to encourage and support offenders in and into Higher Education. This fresh approach to offender education is aimed at reducing marginalisation and increasing participation in HE. The literature review has been segmented into three chapters. Chapter one explores the current situation of offender education, using the Leitch report as a structure of enquiry. Chapter two progresses onto vocational training, NVQs and unitised accreditation as possible routes for offenders to gain access to higher-level skills. The final chapter of the review explores a possible model for the formation of a self-funding organisation formed for the purpose of supporting offenders towards and throughout their HE journey. This chapter uses literature drawn from corporate university texts and case studies of charitable organisations. There are overlapping themes throughout this document, drawing on a wide scope of literature to determine the benefits to individuals, organisations and society as a whole of the development of an organisation designed to help offenders gain access to support, funding and progression in and into HE. Each chapter of the literature review highlights existing knowledge on the subject area and this has influenced the design of the methodology of this study i.e. stakeholder analysis using case studies. Changes to policies related to funding for higher-level education for offenders, attitudes and perceptions of offender education and ability and support structures to help offenders achieve their true potential are required. The conclusion of this thesis demonstrates that the current offender education system in the UK is inadequate and potentially subjugates those offenders who are capable of progressing to higher education, either due to not knowing how to progress to HE, normally due to intergenerational poor levels of education, or due to having other barriers that need supporting whilst studying for a degree. Higher education is proven to change life aspirations, positively affect health and impact on families and communities for generations. Why not for offenders?