Práticas alfabetizadoras de professoras do sistema penitenciário de Ponta Grossa — PR

Abstract

This research has as object of study the literacy practices of the teachers who work in the prison system of Ponta Grossa - PR. The general objective was to analyze the teachers' report on the pedagogical practices used by them to teach literacy to students deprived of liberty in the city's prison units. As specific objectives were defined: to identify the literacy practices used by the teachers in the formative spaces of the prison system, as well as to identify the conception of man, world and education present in the documents that regulate the practices of the teachers with the students deprived of freedom in the prison units from Ponta Grossa – PR. The research field was the State Penitentiary of Ponta Grossa with the participation of two literacy teachers who worked in the prison system for over 10 years. The research, with a qualitative approach, carried out a document analysis and the Policy Cycle approach (Mainardes, Stephen J. Ball and collaborators) and the communicative reports and the communicative discussion groups, considering the assumptions of analysis based on the Communicative Research Methodology (GOMÉZ et al. 2006; 2012) based on Habermas' Theory of Communicative Action (1987) and Freire's Dialogical Action (1997). The analysis of the data obtained was based on theoretical references such as Freire, Macedo (2021), Braga, Gabassa, Mello (2012), Carvalho, Guimarães (2013), Julião (2016) and Goffman (1974). The results indicate that: the conceptions about prison education bring the assumptions of EJA influenced by Paulo Freire's thinking; education as a guaranteed right and generator of significant changes in the lives of all subjects is still something to be achieved in practice; the teachers' literacy practices seek to teach men deprived of their liberty to read and write competently and autonomously in order to be part of society; the practices point to the teachers' commitment to classes that seek to ensure the students' right to learn from their experiences in classrooms in prisons.