Banca de DEFESA: INGRID SILVA DE ANDRADE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : INGRID SILVA DE ANDRADE
DATE: 30/08/2022
TIME: 14:00
LOCAL: Sala online
TITLE:

Ressistance cannot be teached": what teachers say about science teaching in a space of deprivation of liberty

KEY WORDS:

Science teachers; Education in prisons; Historical-critical Pedagogy

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

It is well known that education in the penitentiary system presents difficulties. Despite being an important instrument, education in the prison system is poorly attended and still made difficult by those who work there. It is important to understand the difficulties and challenges of these teachers to, from there, develop operational proposals. Science teachers often use resources to stimulate students' interest in scientific knowledge, in addition to assisting in learning. Among these resources are lucidity, laboratory experiments, science fairs, among others. However, with the limitations that exist in schools within prisons, how can teachers perform their work, or rather, how do they teach science in an environment that limits their practices? How could continuing education be given to science teachers who work in prison schools, or can the teaching methodology adopted in ordinary schools be faithfully transferred to the prison system? Thus, this study proposes to investigate the pedagogical actions adopted by science teachers who work in spaces of deprivation of liberty. If there are limitations, if so, what are they? what are the differences between teaching inside and outside the prison context; the perception of the participants in relation to the behavior of the students in the classroom. In order to reach the desired results, it was initially decided to carry out a semi-structured interview. The research was carried out with five participants who work or worked in schools that serve the prison population. There were two interview sessions carried out with each participant. In the first, the following points present in the interview script were addressed: a) the day-to-day of the teacher at school; b) differences between teaching in schools inside and outside the prison system; c) difference between teaching natural sciences and other subjects; d) challenges/possibilities in science teaching; e) limits of professional activity within the prison system; f) strategies to facilitate teaching. In the second interview, the following topics were addressed to the interviewed: a) the importance of science teaching in the prison system; b) perception that the teacher has of himself as an education professional; c) continuing education; and d) behavior of students in the classroom, assessing the level of interest and commitment. Data analysis and discussion were performed based on the articulation between the participants' reports and the results and discussions found in the literature. Categories, as follow, were formed based on the proximity between the elements brought by the participants: the first one was the incarcerated content, which is the content that cannot be taught in the schools where the participants teach; the second category refers to the discipline of students in the classroom, teachers report that they have to deal with specific rules imposed by the institution, which go beyond restrictions in schools outside prisons; the third category talks about the material resources used by teachers to teach and, mainly, the difficulties due to the scarcity of these materials. Data analysis was also supported by the study objectives and the foundations of Historical-Critical Pedagogy, a theory developed by the philosopher and educator Dermeval Saviani.

BANKING MEMBERS:
Presidente - 2895880 - HELIO DA SILVA MESSEDER NETO
Interno - 1034186 - RAFAEL MOREIRA SIQUEIRA
Externa à Instituição - CLARISSA RODRIGUES - UFOP