A EDUCAÇÃO NAS PENITENCIÁRIAS: AS RELAÇÕES ENTRE A ESTRUTURA FÍSICA E A PRÁTICA PEDAGÓGICA NAS UNIDADES PENAIS DO PARANÁ

Abstract

The present thesis aims to historically analyze from 1982 to 2017 the implantation of school institutions in prisons in the State of Paraná and yours structural and pedagogical characteristics of the social reintegration discourses through out education. In this way, the bibliographical and documentary surveys provided by the nine state education centers for youth and adults were used, from the National Survey of Penitentiary Information and from the Electronic Site of the State Secretariat of Education and the Secretariat of Public Security and Penitentiary Administration. In addition, visits were made to verify the spaces for education in prisons in six semi-open male institutions; nine male institutions and two female closed regime institutions and a mixed institution for psychiatric and outpatient treatment. For analysis, the option methodological was for the dialectical historical materialism, observing that the dynamics of the method involves the active construction of knowledge between subject and object. It is defended the thesis that the structural conditions of the prison spaces reveal the impracticability of the pedagogical proposals with a view to a project of society with prospects of guaranteeing the fundamental rights in their entirety. Among the theoretical references used to support discussion and analysis, we highlight Marx (1991), Lukács (2013) Kosík (1976), Melossi and Pavarini (2006), Rusche and Kirchhmeimer (2004) and Mészáros (2008). And relevant points of the conception of education in the prison and its discourse put in the Brazilian legislation were verified. The research route has been surrounded by changes, from the elaboration of structural proposals and educational concepts in punishment compliance, such as the direction of priorities in penal treatment. It was perceptible that the fundamental pillars of compliance with punishment, based on the pedagogical process of re-education of the person deprived of freedom, it often loses space for the security guarantee. This aspect of instability, of ambiguity in the referential of actions, demonstrated the school's fragility and its need to think about actions that promote human emancipation in the prison environment in place in replacement of resocialization. It was identified, in this way, the necessary grounds for proposal of elaboration of a political pedagogical project for education in prisons and, by its dimension, the theoretical approximation with Social Education.