Contribuições do pensamento freireano para a EJA na educação carcerária

Abstract

This article is the result of a course completion work, which has been developed since the component of Research in Education I of the pedagogy course at the Federal University of Fronteira Sul, Chapecó campus. The research arises from the interest in knowing this modality of teaching that is offered to young people and adults who are in spaces of deprivation of liberty, this pleasure in knowing this modality of teaching, originated through an activity carried out in the discipline of “Introduction to the pedagogy course” in the second semester of the course. This activity consisted of interviews with pedagogues/teachers from the deprivation of liberty space. The general objective that permeates this research is to analyze, based on studies of Paulo Freire's classics, which are the main characteristics for the teaching praxis of pedagogues in spaces of deprivation of liberty. In methodological terms, this research is characterized by being bibliographic in nature, with a qualitative nature. Mainly from studies of works by Paulo Freire, we sought to identify the contributions of this author's thought to the education of young people and adults in deprivation of liberty, having as references works such as: "Education as the Practice of Freedom", "Pedagogy of Oppressed”, “Pedagogy of Autonomy” and “Pedagogy of Hope”. But also, with the support of thinkers such as Michel Foucault and Erving Goffman, whose philosophical contributions anchor the understanding of the meanings of institutions such as prison in human societies, elucidating the possibility of a Freirean pedagogy in prison. As a result, it was found that youth and adult education - EJA, faces major challenges in the context of prison education, since the pedagogues/teachers who work there are faced with several challenges/limits that this modality of teaching imposes at all times, having to make use of different teaching methodologies so that the student acquires the necessary teachings for a more dignified life based on freedom. It is noteworthy that for the teaching and learning process to be effective, the teacher/pedagogue must take into account that this individual is a critical, social and historical citizen and therefore must be based on the reality of life, on the experiences that this student he already has, so that he can start teaching in the classroom.