Educação, percepções e reinserção social : um estudo com jovens e adultos privados de liberdade na penitenciária Odenir Guimarães (Aparecida de Goiânia).

Abstract

Prisons, within the modern context, fulfill a dual function: they remove individuals who transgress social norms and, when possible, seek to prepare them for reintegration into society. However, the effectiveness of this process depends largely on the existence of effective educational policies that are integrated into the daily life of the prison environment. The present dissertation, entitled “Education in the Context of Deprivation of Liberty: Perceptions and Contributions to the Social Reintegration of Young and Adult Inmates at the Odenir Guimarães Penitentiary in Aparecida de Goiânia,” aims to understand how the implementation of educational programs impacts motivation, life perception, and social transformation among incarcerated individuals in this specific context. The specific objectives include analyzing changes in the life perceptions of students, mapping the educational policies implemented (both formal and non-formal), and identifying the motivations and perceptions of inmates regarding education in prison. The methodology adopted in this research comprised documentary analysis, participant observation, and semi-structured interviews, involving both inmates participating in educational activities and teachers working at the institution. The empirical field was the Coronel Odenir Guimarães Prison Complex, in Aparecida de Goiânia, with participants selected through convenience sampling. The data collected were organized into thematic categories and analyzed qualitatively, prioritizing a comprehensive understanding of the educational phenomenon and trajectories of resocialization. The results indicated that education in prison contributes to the re-signification of life projects, promotes paradigm shifts, and facilitates the reconstruction of social ties, even though institutional and structural challenges persist. The inmates highlighted education as a fundamental tool for citizenship, self-esteem strengthening, skills development, and increased chances of integration into the labor market. Nevertheless, limitations such as scarce resources, social stigma, and the turnover of educational programs were identified as obstacles to the full realization of this right. It is concluded, therefore, that education in contexts of deprivation of liberty plays a decisive role in social reintegration, provided it is grounded in integrated public policies, emancipatory pedagogical practices, and the appreciation of the uniqueness of each subject. The study recommends improving institutional conditions, expanding access to educational programs, and strengthening the dialogue among prison staff, educators, and civil society, aiming to consolidate education as a human right and an instrument of social transformation.