CONCEPÇÕES DOCENTES NA EDUCAÇÃO DE JOVENS E ADULTOS EM UMA UNIDADE PRISIONAL NO SUL DE MINAS GERAIS

Abstract

This work aims to investigate the meanings of teachers about their own pedagogical practice with regard to teaching strategies, the process of knowledge construction and the resocialization of students assumed by teachers working in Youth and Adult Education (EJA) in the Prison System of the State of Minas Gerais, in particular, of the 6th integrated region of public security. Thus, this study intends to search for proximity and/or departures from these conceptions in face of the didactic strategies practiced by such professors in the knowledge construction process and for the re-socialization of students. This is a qualitative research, in which ten teachers who teach in a Prison Unit were interviewed, in order to understand how they understand the educational process in this place and how they perceive their continuing education. The interviews were conducted online, using a previously established script, recorded, transcribed and analyzed using Meaning Centers. As a result, the first Meaning Nucleus was obtained, which is constituted by the professional trajectory of teachers who work with EJA in the Prison System. The second Nucleus of Meaning found that professional development does not correspond only to the teacher training course, but adds to the knowledge acquired throughout the life and routine of teaching. The third Meaning Core allowed the identification of the interaction between teachers and students in the prison system which, according to the teachers, needs to be guided by respect, as an essential behavior for the success of the educator and the student. The fourth Nucleus of Meaning concerns the main weaknesses of teaching strategies and the learning opportunities that exist in the prison system and in the daily lives of these teachers. Finally, the fifth Meaning Nucleus concerns the fact that teachers see that EJA, together with re-socialization, guarantees various opportunities for inmates. Therefore, there is an expectation that EJA within the prison system can be an instrument of re-socialization for inmates. It was possible to identify good practices that meet the teaching and learning process with a view to providing the re-educated person with an education that is closer to the ideal situation in Prison Unit environments.