A formação profissional sob o olhar das mulheres privadas de liberdade: o Pronatec prisional

Abstract

This research has the general objective of understanding the results/effects of Pronatec Prisional as a public policy for professional and technological education in Brazil, based on the speeches of women deprived of liberty. Specifically, it aims to: analyze the context of international influence on educational policy in prisons in Brazil; analyze the concepts of education and work in the regulations that support Pronatec Prisional as a public policy for professional and technological education; identify, in the speeches of women deprived of liberty, opportunities for resocialization and social reintegration, as elements of social justice and citizenship, promoted by Pronatec Prisonal; and produce a Documentary with the aim of listening to the speeches of students who graduated from Pronatec Prisonal, about the results/effects of the policy in the penitentiary system. The methodology used has a qualitative approach, involving documentary and field research. Initially, exploratory research was carried out through the analysis of international and national documents. Afterwards, the "Map of Life" experience was carried out with twelve women from the Teresina Women's Penitentiary, who had completed Pronatec Prisonal courses. To analyze the data, a categorical content analysis was used. Based on the results, the Educational Product was developed, consisting of the Documentary “Professional education in prison: the discourse of women at the Teresina Women's Penitentiary”, and the Documentary Portfolio, aiming to contribute to the evaluation of the professional and technological education policy in prisons. The results of the documentary research revealed that prison education in Brazil is influenced by guidelines from international documents that emphasize education as a fundamental human right. However, national legislation, although in line with these guidelines, does not address prison education in a specific and detailed manner, resulting in gaps in guaranteeing this right. Additionally, the analysis of the conceptions of education and work in the regulations that support Pronatec Prisional revealed varied and, at times, contradictory perspectives. Work is seen both as a means of serving punishment and discipline and as a right and educational principle. Education is conceived as a means of resocialization, social reintegration, and strategic for the development of citizenship and female empowerment. The results of field research with women deprived of their freedoms and graduates from Pronatec Prisonal revealed that professional and technological education provided them with a new perspective on life and the hope for a different future after prison. The reports showed that Pronatec not only offered professional qualifications, but could also enable the development of critical consciousness, autonomy and female empowerment. We conclude that the results/effects of Pronatec Prisional demonstrate the policy's potential to effect the resocialization and social reintegration of women deprived of their liberty. However, its effectiveness is limited by structural challenges, such as the lack of continuity of government actions, restricted access to education and work in prisons and the social stigma faced by women after leaving the prison system.