Políticas públicas educacionais para universalização da alfabetização com ênfase na penitenciária de Cascavel

• Ano de defesa: 2017
• Autor(a) principal: Rogowski, Delir Freitas
• Orientador(a): Estrada, Adrian Alvarez
• Banca de defesa: Silva, Luzia Batista de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Universalização da Alfabetização; Educação de Jovens e Adultos; Educação Prisional; Paraná Alfabetizado; PEC
• Palavras-chave em Inglês: Universalization of Literacy; Youth and Adult Education; Prison Education; Paraná Literacy; PEC
• Área do conhecimento CNPq: CIENCIA POLITICA::ESTADO E GOVERNO
• Link de acesso: http://tede.unioeste.br/handle/tede/3318

The dissertation investigates the development of educational public policies for the universalization of literacy in Paraná, the population in the context of deprivation of liberty by the EJA and government program, according to the Federal Constitution / 1988, the Law of Directives and Bases of Education - Law 9394/1996, with the objective of unveiling them. The methodology of the descriptive and documental research includes analysis of the legislation on the quality of the criminal treatment, including consultation in the SPR in search of the profile and school data of the prisoners in the State Penitentiary of Cascavel / PR. The theoretical reference is constituted by conceptual and contemporary approaches to public educational and criminal policies, based on the study, in addition to the aforementioned legislation, Law 10.172 / 2001, the Ibero- American Plan and the Internet, including official websites. The EJA, at the beginning of the 21st century, emerges as a policy of basic education implemented and brings important transformations with respect to the diversity and specificities of the subjects. In 1990 at the World Conference on Education for All in Jomtien, Thailand, valuable progress was made in discussing and creating the basic documents for eradicating illiteracy. In Latin America, in 1st place is Brazil, with 14 million and 815 thousand (IBGE-2000). In 2003, it created the Literate Brazil Program with a target of 50% reduction in the regions with the largest public target and by adhesion in the state , the so-called Parana Alfabetizado, with ⅓ of the investment by the Union. The commitment of the Ibero-American Plan, coordinated by the Organization of Ibero-American States xi (OEI), after studies in 2006, indicated actions as a solution to the countries, and to Brazil: during 9 years, investment of 3% of the MEC budget, but only applied 1%. Legal frameworks for prison education were strengthened through cooperation and governmental partnership between MEC / MJ and Paraná, between SEED / SEJU, to the universalization of literacy, culminating in the creation of specific CEEBJA / APED in the context of deprivation of liberty and selection of Public Server by public notice. The creation of CEQP / DEPEN-PR in 2012, with identified demand of 799 illiterate prisoners in the screening, (re) defined actions and methodologies to expand Educational Assistance, listing illiteracy, as a priority among the challenges to be faced. Thus, the government program is implemented in 2013 to enroll, by security measure, that prisoner unable to attend class daily, collaborating with the reduction to 77 illiterates in 2014 and proposal to overcome illiteracy in 2016. In the PEC, from the beginning of the the highest index was in 2011 with 5.05% and in 2014 with 0%. In the operational milestones, the SEJA-DEB / SEED Pedagogical Technician conceives the name of the Monitor / Alphabet, selected by specific edict, with criteria established to the function, to teach up to 05 Literate (illiterate) in the cell. In conclusion, in the state of Paraná, two forms of insertion of the illiterate to the universalization of literacy were developed: by the EJA (formal education) and by the PPA as a result of the consensus elaborated in the national and international scope. The need to increase the supply of prison education by the EJA is clear, with more investments including construction of classrooms in the penal units.