Avaliação do Plano Estadual de Educação para o Sistema Prisional do Paraná: a educação escolar no contexto das penitenciárias femininas de regime fechado

Abstract

The present study aimed to analyze the evaluation of Education in Prison Policy in the State of Paraná, specifically its implementation with the female population in prison, in a closed condition, through an evaluation process centered on the participants and the analysis of their results oriented towards a social agenda. The theoretical framework was based on the contributions of: Afonso (2005, 2014, 2015) on the relation between evaluation and State policies; Guba and Lincoln (2011); Worthen; Sanders and Fitzpatrick (2004); Fernandes (2009, 2010, 2018) that base the concepts of educational evaluation and evaluation of educational policies and programs; Foucault (1999, 2012) on disciplinary institutions and the archaeological discourse analysis (ADA), among other authors of educational evaluation and prison education. The qualitative research was delineated in a dialogical and critical epistemological perspective, in which the different subjects that act the policies were coparticipants of the evaluation process. The focus consisted in the analysis of the State Plan for Education in the Paraná Prison System (2012, 2015), and its implementation, in order to understand how this State Prison Education Policy has been acted upon. The field of investigation were two women‟s prisons and the procedures used in the data collection were: documentary analysis; bibliographic research, questionnaires, interviews and field diary. The results of the research indicate that, through the evaluation of PEESPP (PARANÁ, 2012, 2015), it was possible to understand the institutional interactions in the implementation of the Plan in the context of the women‟s closed prison units, revealing the understanding of prison education as a right; the importance given to education by the inmates; the lack of initial and continuous training offered to the unit's servers; the difficulty of reconciling a safety routine with a school routine; the precarious infrastructure that in addition to hindering educational actions still do not guarantee an institutionalization of human beings with dignity; the specificities of the female prison population of Paraná; the absence of statements about gender inequality implied in female imprisonment and the provision of education to this population; the need to carry out evaluation processes of the Plan in the context of the practice that is capable of apprehending the institutional specificity and of creating a democratic space of speech for those who through their work act the policy.