Educação física e direitos humanos em prisões: uma análise das ações de educação física e esporte na educação de jovens e adultos em privação de liberdade

• Ano de defesa: 2014
• Autor(a) principal: Barros Filho, Armando Dantas de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Cidadania e Direitos Humanos; Programa de Pós-Graduação em Direitos Humanos, Cidadania e Políticas Públicas; UFPB
• Palavras-chave em Português: Educação Física; Physical Education; Direitos Humanos; Educação de Jovens e Adultos; Human Rights; Youth and Adult Education; CIENCIAS HUMANAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/7774

This research sets out to analyse how experiences of school physical education and educational sport with young people and adults deprived of liberty have contributed to the promotion of human rights and education for citizenship, taking as its research field the Gregorio Bezerra State School in the Judge Placido de Souza Prison (PJPS), in Caruaru in the state of Pernambuco. We identified how the right to education and sport, present in national and international instruments for the protection of human rights, are being incorporated and implemented in the National Prison Policy by means of inter-ministerial activity involving the Ministries of Education, Sport and Justice. Our theoretical framework, constructed during our period of study on the Post-graduate Programme in Human Rights, Citizenship and Public Policy at the Federal University of Paraiba, is based on dialogue between Critical Theory represented by Paulo Freire in Brazil and Abraham Magendzo in Chile and its interaction with Education in and for Human Rights. Our methodology is based on a descriptive case study with a focus on a period of prison management between 2012 and 2014, involving quantitative and predominantly qualitative data. Data was collected employing documental and biographic research techniques as well as semi-structured interviews with school and prison managers and with the teacher of physical education, and the application of open questionnaires with students of the PJPS School deprived of their liberty. In order to analyse the data we used the technique of content analysis with the systematization of analytical categories in charts. The results of the study lead us to understand that school physical education effectively contributes to the acquisition of the values necessary for the formation of citizens and the promotion of a culture of human rights. We also observed that sport can contribute to the prevention of violence and to the promotion of health, acting as a pedagogical mechanism in the perspective of Education in Human Rights. However, education in prisons presents pedagogical failings with respect to its methodology, its curriculum and to the value given to those professionals involved in the process of re-socialization. The collective construction of a pedagogical proposal for Youth and Adult Education in spaces of deprivation of liberty is urgent, whilst respecting the specificities of each curricular component and the limitations imposed by educating in prisons.