Direito e educação em diálogo pela dignidade humana desde uma sociopsicopedagogia integral nos estabelecimentos prisionais

Abstract

Doctoral Thesis developed in the Postgraduate Program in Education, at the Federal University of Santa Maria (PPGE/UFSM), in the research line 1/LP1, Teaching, knowledge and professional development. The Thesis announces Integral Education in favour of Human Rights in total establishments (prison houses) and the socio-psycho-pedagogical epistemological basis that supports this intention. The general objective was examinate in complexity the dialogue between Education and the Law for Human Dignity in search of the Socio-psychopedagogical Principles for an Integral Education in Total Establishments. Its specific objectives are: To verify how the fulfillment of the Sentence in the Total Establishments is being presented; Verify which Education has been applied and if it is having an effect; Propose a socio-psycho-pedagogical Education with specific Educators for Total Establishments. Methodologically, it started from a qualitative case study, developed from the (auto) biographical narrative of the personal and professional trajectory of the researcher author; participant observation and cartographic description of the Island (total establishments). Self-reflective transversality was interwoven by complex thinking and patterned by Hans-Georg Gadamer Hermeneutics. It was concluded that the study was appropriate for researching the conditions for the social reintegration of the person segregated in the prison establishment through comprehensive education, considering the improvement of the prison ambience and new educational paths. It is reaffirmed that: the Brazilian Prison System does not provide resocialization in its concrete form; there is an urgency for a socio-psycho-pedagogical reorientation towards the person's integral education and their reinsertion into social, professional, proactive, and humanized life, so that they do not return to prison; Professionals, to work in this systemic context, need human and socio-psycho-pedagogical training. The results of this study represent a viable contribution based on a humanizing perspective for social reintegration through Education in/for Human Rights.