Educação prisional: preconceito, potencial (de)formativo e ressocialização

• Ano de defesa: 2018
• Autor(a) principal: Silva, Elaine Regina da
• Orientador(a): Zanolla, Silvia Rosa da Silva
• Banca de defesa: Zanolla, Silvia Rosa da Silva, Scarel, Estelamaris Brant, Furtado, Rita Márcia Magalhães
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Educação; Emancipação; Violência
• Palavras-chave em Inglês: Emancipation; Violence; Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/8997

The present work is linked to the research line Culture and Educational Processes of the Federal University of Goiás Post-Graduation Program in Education and to the Nucleus of Studies in Education, Violence, Childhood, Diversity and Art (NEVIDA/UFG/FE). The research was of theoretical-bibliographic methodological nature and aimed to understand the impacts or not of the educational process that is given to reeducators in a prison unit of the State of Goiás to discuss how education as a means is able to effectively restore the re-educating society. For this it became necessary to approach the categories work, education, prejudice, violence, prison system, individual, society, barbarism, resocialization and emancipation. For this understanding was sought the authors Adorno and Horkheimer (1985), Marx (2008), Foucault (1999; 2005), Freud (2012), Crochik (1997), Costa (1985), Zanolla and others. From the search for the understanding of these categories mentioned, the beginning of a reflection about the education given in a Prison Unit, as well as of the historical composition of the prison issue as segregation of individuals that do not conform to the norms imposed by the society. It was important to note the history of the jail at distinct times with evidence for capitalism, when the discussion about the productive relations established by the notorious search for profit culminated. In this scenario we could see the elaboration of the thinking about the role of education in capitalist society and the possibility of undertaking the critique of capitalism based on the Critical Theory of Society as mediator of the reflections.