Experiências formativas na educação em prisões no Espírito Santo

Abstract

This research aims to analyze the concepts attributed to the processes of continuing teacher training by educators who work in Prison Education in Espírito Santo. Specifically, it aims to identify the constitutive elements of the identity and teaching condition of educators who work in Prison Education in Espírito Santo and analyze the relationship between continuing education and the challenges experienced by them. It presupposes that Education in Prisons, by constituting itself as a cultural process in a space of educational and security dimensions, must be proposed in a critical-reflexive way by the group of professionals who work in the prison space and; that intersectoral actions should indicate guidelines for the achievement of the prisoners' autonomy. It argues with Paulo Freire and Antônio Nóvoa for permanent teacher training as a way of learning in communion, of liberating education, of the certainty of human incompleteness. The methodology used was the exploratory research of the document: Education in Prisons: professional diagnosis (ESPÍRITO SANTO, 2021) in which it presents: a) qualitative and quantitative data from a semi-structured questionnaire applied in Google Forms to educators who work in Education in Prisons in Espírito Santo and; b) written reports from educators registered in Google classrooms (ESPÍRITO SANTO, 2021a; 2021b), produced during the Extension Course in Human Rights for teachers of the Espírito Santo prison system in times of a pandemic taught by the Center for Studies on Violence , Public Security and Human Rights of the Department of Social Service at Ufes. Considering the teaching condition, the data showed that educators aim for continuing education processes in the workspace as a possibility for professional growth, sharing experiences and that training needs are also observed in terms of certification for the selective processes to which they undergo for hiring in a temporary appointment regime predominant in Education in Prisons. The study problematized the complexity of educating for freedom in prisons and the relationships established in that space. It was possible to identify that educators aim for continuing education processes linked to work, associating space and time, indicating possible and necessary paths to achieve the autonomy of professionals who work in prisons and students. The educators reaffirmed that continuing education should be the basis of public policies for the re-signification of educational practices mediated in an intersectoral way by Sedu and Sejus, and that it should not be discontinued considering that State policies must be greater than Government policies. Teacher training processes must consider the speech of subjects who experience Education in Prisons, require the proposition of continuous training actions based on identities, the teaching condition, which consider the relationship between challenges experienced by educators who promote education in prison, the conflicts with the issue of security, their teaching perspectives of providing the education that liberates and that their pedagogical practices can be evaluated and re- signified giving meaning to the profession of educating in the space of prisons.