Fundamentos epistemológicos para uma EJA Prisional no Brasil

Abstract

In the effort to conceive methodologies and didactics appropriate to the prison system and the private person of freedom, it is necessary to debug the so-called Regular EJA of its strange elements, its improperties and its distortions, which has already been adequately done by Sônia Couto Feitosa (2012), Roberto Catelli Junior et Alli (2013), Di Pierro (2018), among others. Now it is up to pedagogy, while the science of education itself, explain its vision of universe, life, human and world to unravel the process of constructing human knowledge and thus situate the specificity of the private person of freedom and the deleterious effects of imprisonment on her. Being a subgroup consisting of more than 700,000 individuals, predominantly male, young, of low schooling, low professional qualification, afro-descendent and originating from urban peripheries, which remains on average eight years in prison, the conditions of incarceration in Brazil are determinant factors in the way the production and mediation of knowledge within the prison, which has peculiarities that do not apply to other human groups and subgroups. This article considers the EJA Prisional as a constituent part of a political pedagogical project for education in prisons and incorporates the principles contained in resolution Nº. 03/2009, which defined the national guidelines for the provision of education for young people and deprivation of liberty in criminal establishments.