Políticas públicas de educação para mulheres privadas de liberdade no estado da Paraíba

Abstract

The present study sets out to problematize public educational policy for women deprived of their liberty, attempting to establish the correlations with ideological, political and economic aspects with which such educational policies are imbued. We opted for the theoretical postulates of historical materialism considering that public policy is permeated with dialectical movements and relations of causality in a dynamic of disputes. The theoretical methodological path followed took as references: Davis (2018), Freire (2015a, 2015b), Gramsci (1999, 2020), Ireland (2011), Julião (2020) and UNESCO (1997, 2020b), amongst others. The general objective of the investigation was to verify the existence of specific public educational policies for imprisoned women. The methodology is based on a qualitative documental and exploratory model in the hope of broadening discussion of the thematic, using semi-structured interviews as instruments for the collection of data. With regard to analysis of the data, the research makes use of hermeneutic dialectics as its procedural support. The union of both in this study favours an analysis of universality. The results are divided into four stages: the first verifies the existence of specific public educational policy for women prisoners as well as being linked to the question of the planning of the educational agenda and its challenges for prisons in the state of Paraiba. The second is based on the identification of public educational policy which exists in the schools studied and the construction of reflections when faced by the dynamics of the policy being implemented. This was followed by an investigation into the existence of mechanisms for the evaluation of these policies, in addition to an analysis of the impact of the COVID 19 pandemic on pedagogical practice. The third moment of analysis and results gave rise to reflections on the training of teachers, pedagogical planning and the dynamics of the curriculum. The fourth stage relates a systematization of the implications of the relation between school, internal community and society within the teaching institutions. The results of the research reveal that asymmetries of gender exist in public educational policy offered to imprisoned women and that it is necessary to take steps to modify this reality, whether it be the universalization of the right to education in its different levels, independent of questions of race, gender and socioeconomic status. It is indispensable that these asymmetries are corrected. We consider that the utopia of a social project pertaining to the popular classes is possible, and it is essential to create ways of making this alternative model of society happen based on the popular interests. The struggle to democratise the right to education of imprisoned women is one of possible ways of challenging the status quo.