Values and practices in a school in prison: an exploratory study

Abstract

The literature addressing education in Brazilian prison settings notably focuses on theoretical and conceptual discussions. However, there is a lack of in-depth analysis of the pedagogical practices actually implemented in schools located within prisons. In order to address this notable gap in the scientific production in this field, this article undertakes a qualitative research approach, based on observations conducted in an educational institution situated in a prison context. The main purpose of this research is to promote a deep reflection on the educational values and principles that are effectively legitimized in this unique environment. Furthermore, it seeks to establish meaningful parallels between the actions of education professionals working in this context and the

concepts of a critical and emancipatory pedagogy, as conceived by the renowned Brazilian educator Paulo Freire. Through the implementation of the first phase of an action research study, it was possible to observe that, although the structural conditions and the commonly repressive environment of a prison facility are not conducive to the realization of humanizing and emancipatory educational practices, there are still initiatives and educational actions that notably incorporate such characteristics in the investigated context. Additionally, the relevance of enhancing these practices was highlighted, through a deeper alignment of school activities with the pedagogical perspectives advocated by Paulo Freire, with the aim of effectively contributing to the transformation and redefinition of the educational environment.