Sobre o inferno, a prisão e a sala de aula: narrativas, testemunhos e outras histórias

Abstract

Thinking about prison is also thinking about the meaning of school. Therefore, this article reflects on educational experiences in prison. I am interested here, a priori, in understanding the pedagogical practice of teachers working in prisons in the Federal District. With this, I intend to understand how the teaching identity is constituted and how the prison impacts it. Subsequently, I seek to analyze the impact of the (non) provision of education on the lives of ex-inmates, especially in the post-incarceration period. The narratives of teachers and graduates of the Federal District prison system were analyzed as part of a post-doctoral research. Qualitative research was chosen, considering the subjective aspects of the educational field. The analysis of the narratives considered the place of speech of these actors, observing the possible intersections between the narrated stories. Epistemologically, prison is presented based on testimonial literature and autobiographical narratives; the research scenario and its characters, considering the wounds of incarceration and its criminal selectivity. We dialogue with the concept of experience and narrative research as a methodological resource. It was concluded that education breaks down processes of depersonalization and social erasure, although the teacher's job is lonely. In the end, its pedagogical action is emancipatory when accessed in prison.