A educação escolar sob as grades e o ensino da língua Portuguesa na “cela” de aula da Educação de Jovens, Adultos e Idosos (EJAI) na Unidade Prisional de Santa Inês - MA

Abstract

Faced with the challenges traced for explaining the process of teaching and learning languages in an imprisonment environment, this research investigated school education under bars and the teaching of the Portuguese Language in the “cage room” of Educação de Jovens Adultos e Idosos (EJAI) in the Unidade Prisional de Ressocialização Santa Inês - MA. It is understood and justified that working in teaching practice in the non-regular environment of the educational system is complex and full of challenges, as it is a space that seeks to be associated with regular education, despite its “punitive” character. It served importance to investigate the functioning of education, using the Lei de Execução Penal (LEP, 1996), in addition to analyzing the Plano Estadual de Educação Para as Pessoas Privadas de Liberdade e Egressas do Sistema Prisional (2021) developed by SEDUC-MA and SEAP-MA. This plan was aligned with the Lei de Diretrizes e Bases da Educação (LDB, 2017), Base Nacional Comum Curricular (BNCC, 2018), the Documento Curricular Território Maranhense (DCTM, 2022) and was guided by the Plano Estratégico de Educação no âmbito do Sistema Prisional (PEESP). This entire normative framework served as a theoretical basis for understanding the educational context in the prison system, especially about the learning environment. We consider as precursors the theoretical foundations of Onofre (2007, 2013), Soares (2002, 2009), and Libâneo (1994) together with normative documents based on educational policies aimed at the prison educational system, which aim to guarantee the fundamental rights and dignity of the individual. We adopted an exploratory methodological approach, combining qualitative and quantitative elements (Gil, 2002). During the research, we applied forms containing questions directed to monitor and students, covering both objective and subjective questions. With that, were realized activities related to the focus on writing, reading, and interpretation to the purpose of literacy and literacy practices. From these studies, we understand their fundamental needs – speaking, writing, reading, and interpreting. Given this, it was considered that alphabetizing prisoners to read and write requires effort, mainly teaching the elements of the communicative structure, given this is necessary for communication and articulation of skills and abilities. Finally, there was a need to reinforce writing, reading, and interpretation to develop the grammatical activities in the prison system for his social reintegration. However, it was not an easy task to convey the importance of being educated even in a reclusion environment. Nevertheless, students were aware that mastering writing, expressing themselves better, and interpreting the linguistic system contributed to an understanding of rights and duties