A construção do ser educadora no contexto da EJA em espaços de privação de liberdade

Abstract

The Youth and Adult Education in incarceration spaces is a study field that has been consolidated among the educational researches in Brazil. However, this theme is still silenced in undergraduate courses, that dedicates large part of time to work with disciplinary content and their teaching methodology. In general, the youth and adult education appear punctually in the curriculum of the undergraduate courses, since in the few opportunities for debate about students, the focus is on children and their learning processes. So, great part of educators arrives at schools in the Prison Units without any kind of discussion or contact with the scholar education developed in incarceration spaces. Faced with the unprecedented nature of the school in prison, which is not similar to their previous school experiences, as a student and/or teacher, and the lack of preparation in undergraduate courses, teachers are faced with the challenge of forging professional experience in this space. In this way, the aim of this study is to understand how the process of being an educator takes place in the context of Youth and Adult Education in an incarceration spaces. The dialogue among the freiriano thought with the authors of the field of the Youth and Adult Education in incarceration spaces, such as Elionaldo Fernandes Julião e Elenice Maria C. Onofre, directs the theoretical perspective of this research. The work that is configured as a qualitative research is based on narrative interviews as instrument for the data production. Four thematic interviews were realized, with each of three educators that have professional experience in the school of Penitenciária Ariosvaldo de Campos Pires, in Juiz de Fora. Four categories were listed for the work of analyzing the produced data by the interviews, they are: (i). fear; (ii). comprehension of the student as an oppressed subject; (iii). dialogicity; (iv). liberating education. Educates the fear, the imposed limits for the prison dynamic, the shortage of teaching resources, the physical structure of the space and the difficult relation between school and the security team, are some of the challenges that teachers face to become educators in the context of incarceration. Despite the challenges and the contradictions imposed by the prison system, the educators believe that the dialogue guides educational work at school, thus, the listening and attention to students are pointed as elements considered in the construction of their educational practices. The experience of teaching in incarceration spaces crosses, not only the professional life of the educators, who now fell more attentive to listen and consider the wishes of the students, as well their subjectivities. The conception of what it means to be a teacher is affected by teaching in prison. Being educator in the incarceration context, requires that in some extent, they play the role of psychologists, counselors, listeners, and even social workers, a requirement that needs the belief in humanity and their vocation to be more.