[pt] Nesse estudo de caráter qualitativo, buscamos debater sobre algumas complexidades presentes na Educação de Jovens e Adultos (EJA) em situação de privação de liberdade. A educação ofertada nestes espaços é uma das categorias da EJA e é garantida por normativos internacionais e nacionais, configurando-se assim como um direito e não um benefício. A pesquisa busca compreender através de uma análise documental as concepções sobre educação presentes nos normativos que constituem essa categoria de ensino. Além da análise dos normativos, aprofundaremos o estudo a partir de entrevistas semiestruturadas realizadas com professores, que atuam com esta especificidade de ensino, visando compreender suas concepções sobre a escola da prisão. Foram entrevistados 9 professores através da amostragem snowball ou Bola de Neve. Utilizamos um referencial teórico bastante heterogêneo que engloba teorias de currículo e também teorias criminológicas, que julgamos necessárias para abordar este tema e assumimos um caráter crítico e pós-crítico, com o viés pós-estruturalista, para efetuarmos as análises. Desta forma, identificamos que a prisão e a escola estão permeadas por dinâmicas de controle e poder disciplinar. A prisão controla e exerce poder sobre a escola a partir de uma série de práticas e a escola, segundo os docentes, coloca-se como opositora desse sistema. Entretanto, também foi possível identificar que apesar desta dita oposição, a escola também exerce uma forma de poder disciplinar sobre os apenados. Esta forma de poder disciplinar também se expressa através de algumas concepções sobre currículo, Projeto Político-Pedagógico e Educação para os Direitos Humanos. / [en] In this qualitative study, we sought to debate about some complexities present in Youth and Adult Education (EJA) in situations of deprivation of liberty. The education offered in these spaces is one of the categories of EJA and is guaranteed by international and national regulations, thus constituting a right and not a benefit. The research aims to understand through a documental analysis the conceptions about education present in the normative that constitute this category. In addition to the normative analysis, we will deepen the study through semi-structured interviews conducted with teachers, who work with this specificity of teaching, aiming to understand their conceptions about the prison school. Nine teachers were interviewed through the bola de neve or snowball sampling. We use a very heterogeneous theoretical framework that includes curriculum theories as well as criminological theories, which we consider necessary to address this issue and assume a critical and post-critical character, with the poststructuralist view, to perform the analyzes. Thus, we identified that the prison and the school are permeated by dynamics of control and disciplinary power. Prison controls and exercises power over the school through a series of practices and the school, according to the teachers, stands as an opponent of this system. However, it was also possible to identify that despite this opposition, the school also exercises a form of disciplinary power over the prisioners. This form of disciplinary power is also expressed through some conceptions about curriculum, Political-Pedagogical Project and Education for Human Rights.

Esta pesquisa propõe a investigação das práticas educativas desenvolvidas por organizações da sociedade civil e pessoas voluntárias no interior do sistema penitenciário do estado de São Paulo. Tais iniciativas, que se constituem em partilha da responsabilidade entre Estado e sociedade civil, são previstas e estimuladas em normas que versam sobre a educação no ambiente prisional. Diante da falta de informações sistemáticas acerca dessas parcerias, esta pesquisa teve entre seus objetivos: a caracterização dos tipos de parcerias estabelecidas; a identificação das motivações, intencionalidades e objetivos que regem tais iniciativas; a verificação de diferenças entre as atividades propostas nos presídios masculinos e femininos, entre outros. A pesquisa permitiu identificar sinais de mudança no campo da educação em prisões. Estes sinais, muitas vezes, parecem coerentes com as alterações percebidas por diversos autores, no Brasil e no mundo, no que diz respeito à ampliação do encarceramento, constituição de um sistema de privilégios no qual se baseia a manutenção da ordem interna às prisões, e abandono do ideal de reabilitação. No entanto, ações de governos, organizações da sociedade civil e também no campo da pesquisa indicam que a educação nas prisões vem se constituindo como um campo específico, tanto de análise quanto para a formulação de ações públicas, ainda incipientes, mas notáveis. / The purpose of this research is the investigation of educational practices carried out by civil society organizations and volunteer individuals in the São Paulo State prison system. These initiatives consist of sharing responsibility between the State and civil society, being comprehended and stimulated in guidelines concerning education in the prison environment. Considering the scarcity of systematic information concerning these partnerships, one of the goals of this research is the characterization of partnerships established; the identification of the motivations, intentionality and purposes that guide these initiatives; the differences between activities developed in male and female prisons, among others. The research made possible to identify evidences of changes in prison education. These evidences are often in accordance with the ones perceived by different authors in Brazil and in the world concerning the expansion of incarceration, the emergence of a privilege system upon which the maintenance of the prison internal order is founded, as well as the abdication of the rehabilitation purpose. However, both governments and civil society organizations actions, as well as the research area, indicate that prison education has been developing to become a specific field for both analysis and public policymaking, still incipient but already distinguishable.

Esta pesquisa propõe a investigação das práticas educativas desenvolvidas por organizações da sociedade civil e pessoas voluntárias no interior do sistema penitenciário do estado de São Paulo. Tais iniciativas, que se constituem em partilha da responsabilidade entre Estado e sociedade civil, são previstas e estimuladas em normas que versam sobre a educação no ambiente prisional. Diante da falta de informações sistemáticas acerca dessas parcerias, esta pesquisa teve entre seus objetivos: a caracterização dos tipos de parcerias estabelecidas; a identificação das motivações, intencionalidades e objetivos que regem tais iniciativas; a verificação de diferenças entre as atividades propostas nos presídios masculinos e femininos, entre outros. A pesquisa permitiu identificar sinais de mudança no campo da educação em prisões. Estes sinais, muitas vezes, parecem coerentes com as alterações percebidas por diversos autores, no Brasil e no mundo, no que diz respeito à ampliação do encarceramento, constituição de um sistema de privilégios no qual se baseia a manutenção da ordem interna às prisões, e abandono do ideal de reabilitação. No entanto, ações de governos, organizações da sociedade civil e também no campo da pesquisa indicam que a educação nas prisões vem se constituindo como um campo específico, tanto de análise quanto para a formulação de ações públicas, ainda incipientes, mas notáveis. / The purpose of this research is the investigation of educational practices carried out by civil society organizations and volunteer individuals in the São Paulo State prison system. These initiatives consist of sharing responsibility between the State and civil society, being comprehended and stimulated in guidelines concerning education in the prison environment. Considering the scarcity of systematic information concerning these partnerships, one of the goals of this research is the characterization of partnerships established; the identification of the motivations, intentionality and purposes that guide these initiatives; the differences between activities developed in male and female prisons, among others. The research made possible to identify evidences of changes in prison education. These evidences are often in accordance with the ones perceived by different authors in Brazil and in the world concerning the expansion of incarceration, the emergence of a privilege system upon which the maintenance of the prison internal order is founded, as well as the abdication of the rehabilitation purpose. However, both governments and civil society organizations actions, as well as the research area, indicate that prison education has been developing to become a specific field for both analysis and public policymaking, still incipient but already distinguishable.

Incarceration rates and the release rate of ex-offenders into the community are both increasing. Studies have shown, on a consistent basis, that, while incarcerated, ex-offenders experience lower literacy levels than the general population, suffer emotional and mental distress from a harsh prison life, and suffer from the negative effects of public perception. Ex-offender anger abounds. These factors interfere with an inmate’s ability to communicate effectively. Notwithstanding, upon release from custody, how do we help such ex-offenders communicate? Many handbooks exist to help former inmates. However, the vast majority only offer assistance with locating government social services agencies, obtaining documents, and helping with jobs. A few offer help with finding mentors. However virtually none assist with communication techniques. Utilizing clear and simple language, A Communication Guide for Ex-Offenders fills this gap. The guide consists of three sections: the first defines basic concepts of communication, including contextual and cultural aspects. Additionally, it contains information on how ex-offenders can communicate more effectively despite suffering from various mental and emotional issues. Finally, a theoretical application focuses on the importance of disclosing information and making a favorable impression. At the end of each section, there is a review of concepts. This manual will also contain two new features in the application of communication studies and the ex-offender population: A communication ‘Bill of Rights’ for ex-offenders and a pledge on ex-offender responsibilities

Initiated by the lack of research in the area and curiosity of the researcher about practices, this study was intended to investigate the practices of prison education in selected prisons of ANRS, Ethiopia. The study was guided by constructivist paradigm. It also followed qualitative approach and employed constructivist grounded theory as a strategy. The study involved 30 participants selected through purposive sampling techniques from two prison institutions. Data were mainly collected through one-to-one interview. Focus group discussion and observation were also used to triangulate data obtained through one-to-one interview. Based on the nature of the strategy employed, constant comparative data analysis was followed to analyse data. In relation to international trends in providing correctional education in terms of objectives, curricular directions, activities and delivery mechanisms, the findings from the literature review showed that the objectives range from enabling inmates read and write to providing them the chance for lifelong learning. Inmates are also provided with various contents based on their needs which are geared towards their overall development. While learning, inmates engage in different activities which mean that the methods of teaching used during teaching learning are active. The study also revealed that prison education evolved in Ethiopia, with the issuance of criminal law. While the objectives of the provision of prison education in Ethiopia were found to be personal and social development, and avoiding boredom on the part of inmates, the programmes and contents provided were not diversified enough to accommodate the needs of all inmates. In addition, it was learnt that inmates have not been actively involved in the teaching learning as the teaching methods mostly used were teacher-centred. The findings also showed that facilitators and administrators came to work in the correctional institutions intentionally and got benefits out of working in the institutions as opposed to teachers who joined unintentionally and were frustrated working there. Various challenges affecting the provision of education in prisons were also identified. The finding generally showed that education provision in the sample correctional institutions was of low relevance and quality compared to what international literatures show. / Educational Studies / D. Ed. (Comparative Education)

SILVA, Gerlan Oliveira da. Avaliação diagnóstica da oferta educacional no sistema prisional brasileiro: identificando dificuldades e potencialidades. 2011. 142 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará. Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011. / Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T16:27:13Z No. of bitstreams: 1 2011_Dis_GOSilva.pdf: 4241665 bytes, checksum: ab55fb33172fc846438a3392220124a5 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-05T13:42:56Z (GMT) No. of bitstreams: 1 2011_Dis_GOSilva.pdf: 4241665 bytes, checksum: ab55fb33172fc846438a3392220124a5 (MD5) / Made available in DSpace on 2012-07-05T13:42:56Z (GMT). No. of bitstreams: 1 2011_Dis_GOSilva.pdf: 4241665 bytes, checksum: ab55fb33172fc846438a3392220124a5 (MD5) Previous issue date: 2011 / A educação prisional desponta como área em ascensão, devido ao grau de notoriedade que pouco a pouco vem ganhando espaço nas pesquisas e nos estudos direcionados à temática. Propomo-nos a realizar uma investigação com o objetivo geral de diagnosticar a oferta educacional no sistema prisional brasileiro, identificando dificuldades e suas potencialidades. Os objetivos específicos foram delineados para identificar o perfil socioeconômico dos gestores das unidades prisionais partícipes e discorrer sobre a infraestrutura das escolas. A metodologia utilizada consistiu, primeiramente, em efetivar a revisão da literatura especializada em documentos e sites oficiais da internet, como o do Ministério da Justiça (MJ) e da Educação (MEC). Em um segundo momento, revisamos os fundamentos legais da Educação de Jovens e Adultos (EJA) no sistema prisional. Para tanto, efetivamos pesquisa do tipo levantamento (survey) não-supervisionado, com a utilização de dois questionários enviados pelo correio para um universo de 1.057 unidades prisionais de todo o Brasil, sendo um questionário direcionado aos gestores e outro dirigido aos responsáveis pelas escolas. Obtivemos taxa de retorno de 14,2%, que corresponde a 150 unidades prisionais partícipes. Dentre estas, consideraram-se válidos para análise os dados de 87 unidades prisionais (8,2% do total). Conforme os dados oriundos da pesquisa, a gestão das unidades prisionais caracteriza-se por ser uma função preponderantemente exercida por homens, de cor branca e com nível superior de escolaridade, geralmente com formação na área de Direito. A maior parte dos gestores partícipes da pesquisa desconhece o Projeto Educando para a Liberdade, tornando evidente diminuta participação nas atividades relacionadas ao referido projeto. A falta de espaço físico para as aulas, o excesso e o rigor das regras internas de segurança e a falta de material didático são os principais fatores a dificultar o fluxo normal das atividades educacionais. Por outro lado, evidenciamos que os gestores das unidades prisionais consideram a educação como guia para a ressocialização dos reclusos. O acompanhamento do trabalho dos professores pelas Secretarias Estaduais ou por órgãos equivalentes e o planejamento da oferta educacional potencializam, ambas, as atuações dos docentes. As ações educacionais ofertadas no âmbito das unidades prisionais proporcionaram maior grau de conhecimentos por parte dos alunos reclusos, maior conscientização dos direitos e deveres enquanto recluso, menor agressividade e maior propensão em demonstrar solidariedade para com os demais encarcerados. Tais aspectos tornam claro que a formação educacional pode contribuir para a plena reintegração do preso à sociedade. Portanto, não se trata de abonar vantagens nem regalias aos apenados, e sim oferecer-lhes e proporcionar-lhes um bem comum, que lhes é garantido constitucionalmente: a educação.

The purpose of this case history was to view the development of the Saskatchewan Adult Attendance Centre Project through the perspective of currently accepted, but selected, adult education philosophy, principles, and techniques. The Project was a mandatory adult education component of Probation Services, a program for adult offenders operated by Saskatchewan Corrections. The story of the evolution from 1979 to 1984 of the two Adult Attendance Centres of the Project, based in the cities of Regina and Saskatoon, was presented in the context of an historical overview of the education of adults in the Corrections systems of Britain, the United States, and Canada. The Attendance Centres were not set up as adult education institutions. They were intended to be cost effective alternatives to incarceration. The study maintained that sentencing that included attendance at the Centres was more cost effective for the provincial government than incarceration or traditional probation. It argued that the kind of education presented to adult probationers in the Centre programs often strayed from currently accepted adult education philosophy, principles, and techniques. None the less, significant potential existed in the Centres for the creation of more meaningful adult education opportunities for persons on probation.

The purpose of this case history was to view the development of the Saskatchewan Adult Attendance Centre Project through the perspective of currently accepted, but selected, adult education philosophy, principles, and techniques. The Project was a mandatory adult education component of Probation Services, a program for adult offenders operated by Saskatchewan Corrections. The story of the evolution from 1979 to 1984 of the two Adult Attendance Centres of the Project, based in the cities of Regina and Saskatoon, was presented in the context of an historical overview of the education of adults in the Corrections systems of Britain, the United States, and Canada. The Attendance Centres were not set up as adult education institutions. They were intended to be cost effective alternatives to incarceration. The study maintained that sentencing that included attendance at the Centres was more cost effective for the provincial government than incarceration or traditional probation. It argued that the kind of education presented to adult probationers in the Centre programs often strayed from currently accepted adult education philosophy, principles, and techniques. None the less, significant potential existed in the Centres for the creation of more meaningful adult education opportunities for persons on probation.

Summaries in English and Afrikaans / In the study below, the phenomenon of "maximum security prisons" is described as it is applied in various parts of the world, according to capita selecta. The phenomenon is described as it occurs in four countries, namely Australia, the United States of America, England and South Africa. The primary aim of this study is to obtain the Magister Artium degree. Secondly, it will shed more light on the treatment of prisoners who have to be detained in maximum security conditions as a result of their type of offence, length of sentence and conduct. The philosopical framework for the detention of maximum security prisoners is taken into account, while certain generic aspects unique to prisons are examined as well. This study is of universal importance because long-term prison sentences are on the increase, in spite of the fact that other punitive measures exist. / In die hieropvolgende studie word die verskynsel "maksimum sekuriteitsgevangenisse" soos wat dit in verskeie werelddele toepassing vind aan die hand van capita selecta beskryf. Die verskynsel word ten opsigte van vier lande, naamlik Australie, die V erenigde State van Amerika, Engeland en Suid-Afrika beskryf. Die beskrywing het in die eerste plek ten doel om die graad Magister Artium te verwerf. Ten tweede werp dit meer lig op die bantering van gevangenes wat weens hul tipe oortreding, vonnislengte en gedrag in maksimum sekuriteitsomstandighede aangehou moet word. Die filosofiese raamwerk vir aanhouding van maksimumgevangenes word in oenskou geneem, maar daar word ook na verskeie generiese aspekte eie aan gevangenisse gekyk. Die studie is van globale belang weens die feit dat langtermyngevangenisstraf besig is om toe te neem, ten spyte daarvan dat alternatiewe vorme van straf bestaan. / Penology / M.A. (Penologie)

Summaries in English and Afrikaans / In the study below, the phenomenon of "maximum security prisons" is described as it is applied in various parts of the world, according to capita selecta. The phenomenon is described as it occurs in four countries, namely Australia, the United States of America, England and South Africa. The primary aim of this study is to obtain the Magister Artium degree. Secondly, it will shed more light on the treatment of prisoners who have to be detained in maximum security conditions as a result of their type of offence, length of sentence and conduct. The philosopical framework for the detention of maximum security prisoners is taken into account, while certain generic aspects unique to prisons are examined as well. This study is of universal importance because long-term prison sentences are on the increase, in spite of the fact that other punitive measures exist. / In die hieropvolgende studie word die verskynsel "maksimum sekuriteitsgevangenisse" soos wat dit in verskeie werelddele toepassing vind aan die hand van capita selecta beskryf. Die verskynsel word ten opsigte van vier lande, naamlik Australie, die V erenigde State van Amerika, Engeland en Suid-Afrika beskryf. Die beskrywing het in die eerste plek ten doel om die graad Magister Artium te verwerf. Ten tweede werp dit meer lig op die bantering van gevangenes wat weens hul tipe oortreding, vonnislengte en gedrag in maksimum sekuriteitsomstandighede aangehou moet word. Die filosofiese raamwerk vir aanhouding van maksimumgevangenes word in oenskou geneem, maar daar word ook na verskeie generiese aspekte eie aan gevangenisse gekyk. Die studie is van globale belang weens die feit dat langtermyngevangenisstraf besig is om toe te neem, ten spyte daarvan dat alternatiewe vorme van straf bestaan. / Penology / M.A. (Penologie)