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Type: These

Title: TEACHING AND LEARNING STRATEGY FOR THE ABREU E LIMA FEMALE PENITENTIARY SYSTEM IN PERNAMBUCO

Title: ESTRATÉGIA DE ENSINO E APREDIZAGEM PARA O SISTEMA PENITENCIÁRIO FEMININO DE ABREU E LIMA EM PERNAMBUCO

Author(s): da Silva Pontes, Pedro

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Advisor: Micheline Amador de Lucena, Amanda, PhD

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Date of document: September, 17-2021

Abstract:

Education in the prison system is covered by debates involving issues such as: human rights, contradictions, strategies and challenges. This makes it essential to carry out studies on the learning needs of this prison population. Given this understanding, the present study aims to verify how the teaching-learning process occurs in the female penitentiary system of Abreu e Lima. The study is descriptive in nature with a qualitative and quantitative approach. The research subjects were prison and school managers, 10 teachers and 56 inmates from the three shifts of the Irmã Dulce State School, located in the female prison in Caetes I, Abreu e Lima - Pernambuco. As a result, it was possible to verify that: the strategies most used by teachers were ludic classes, group dynamics, movies, manual work in groups and individually, when they approach the content using subjects related to their experience and strategies using Datashow and TV. However, there are also many difficulties in carrying out these classes, due to the lack of resources that, sometimes, is due to the very security that the prison environment requires. When checking how the content is addressed by teachers in the classroom in prison everyday, 91% of female prisoners said they are good and motivate them to learn. This only confirms that 54% of the students do not have learning difficulties and only 16% sometimes have learning difficulties. The difficulties were justified by a succession of factors; among them, the student's own adaptation to the new classroom, since the detainees' transfers are constant, causing changes in the classes or because she is at the time of the class doing some internal activity missing the class time. Regarding the application of motivational strategies as a way to reduce the students' lack of interest in learning by promoting learning, there was a percentage of 91% of the students answering yes and only 9% answered that not always the way the teacher presents the content promotes learning. The positive points of teaching in prisons presented by teachers were the possibility of holding a humanizing class and that teachers are also more respected than those in schools outside the prison walls. They mentioned as negative points the few resources, little space and the lack of motivation of some students, as well as the insecurity they feel due to the lack of more active participation of agents with the school. This verification of how pedagogical practices occur is essential for changes to be carried out in a timely manner so that meaningful learning can be promoted. Concluding that the resocialization of these individuals requires the establishment of different techniques and practices, but which complement each other to efficiently and significantly achieve the objective of resocialization. It is necessary to invest in the re-education and structure of the Prison System, to carry out actions that involve the creation of workshops, therapy sessions that can lead the prisoner to rethink his behavior before society and himself, as well as change the way of thinking, reducing discrimination and expanding integration. The lack of these investments only contributes more and more to social differences and the increase in crime rates.

Keywords: Prison system; Significant learning; Youth and Adult Education; Schooling of the apenadas.

 

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