A construção da exclusão social pela via escolar: o que dizem as vivências escolares de homens egressos do sistema prisional?

• Ano de defesa: 2022
• Autor(a) principal: Borborema, Adriana Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Psicologia
• Palavras-chave em Português: Egressos do Sistema Prisional; Former prisoners; Vivências; Experience; Educação; Education; Psicologia Histórico-Cultural; Psychology Historical- Cultural; CNPQ::CIENCIAS HUMANAS; Psicologia; Psicologia do sistema prisional; Prisioneiros - Educação; Políticas Educacionais; Prisioneiros - Exclusão social
• Link de acesso: https://repositorio.ufu.br/handle/123456789/36461; http://doi.org/10.14393/ufu.di.2022.533

The governmental statistic data shows that more than half of the imprisoned people in the country goes through the prison system without finishing elementary school. Considering how important the schooling process and social inclusion is to human being's development and understanding the many stigmas and exclusionary process experienced by former prisoners, this study tried to explain how the social exclusion process of these people are constructed through school. In this sense, firstly, bibliographic research was conducted intended to find explanations in the literature, however, just a few studies were found, showing that this is a nearly unexploited academic field. Therefore, eight men former prisoners were interviewed about its scholar experience. The interviews were recorded, transcribed and analyzed under Psychology Historical-Cultural’s perspective. From the interviews it was possible to identify several exclusionary elements in these subject’s school experience, that went through social inequality, difficulty on school access and permanency, violence, educational policies that produce scholar failure based on subject blaming, pathologizing of scholar complains on disciplinary process. On the other hand, it was also possible to notice an emancipatory and protective character from school. Thus, we highlight the significance of psychology in (re)construct along with society, a quality school based on educational policies that dialogue with social plural reality, and guarantees the access and remain for all subjects, providing fully and independent development.