Educação e prisão : o valor da escola para os jovens e adultos presos no Centro de Ressocialização de Cuiabá/MT

• Ano de defesa: 2012
• Autor(a) principal: Pereira, Leiva Custódio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Prisão; Educação; Jovens e adultos; Estado; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Prison; Education; Youth and adult; State
• Link de acesso: http://ri.ufmt.br/handle/1/897

The present study arises from the need to understand the value that education, especially formal education, is for students arrested Resocialization Center in Cuiabá/MT. In this attempt to understand try to use the tools of materialist dialectics, which allowed us to build some conclusions. The theoretical framework is supported, fundamentally, in historical materialism and thus seeks support in critical criminology that seeks to shift the focus of the analysis of the criminal phenomenon of criminalized subject to the criminal justice system and its processes of criminalization. It is a qualitative research, with the technical procedures, characteristics of a case study, using as instruments to collect information from interviews, questionnaires and observation. We interviewed32 peopleand appliedthe questionnaire to200prisoners.The reflections on the subject shows that although there are common elements to education for youth and adults who are on parole, in prison there are those who own them. The value of education is extended, allows the freedom and the hope of changing the reality of the primitive world. Despite the criticisms made by students and teachers about the prison school model implemented in Mato Grosso, the education offered to guard specific prisoners that differentiates it from other places, and that prisoners keeps expectations for the school as to their internal survival,acquisition of knowledge and preparation for social life. The interviews revealed the importance of this institution, the environment in which they are provided situations that aim to take the time, which seems lost, to acquire knowledge and privileged place to meet and build new friendships with others who are living in the same situation. While acknowledging that prison space is limited and affect the educational process, the mere fact of attending school is a possibility of continuing human feeling, because it is through acquiring the possibility of being seen with new eyes by Unit staff, by family members and especially the judiciary in time to enjoy the right of regime progression. Whatever the possible values pointed to school, it is understood by students as something positive within the prison. The classroom of the cell to the contrary, is a place where live interaction experiences, with the possibility of mutual respect, exchanges and cooperation, which contributes to a penalty can be lived in a more human. Education, for most, has a human value, disconnected from the hope of achieving greater social and economic status. The denial of the right to education or your offering so poor is not the only factor in crime, but aggregated to other forms of social exclusion, often caused by it, may be a determining factor.