Written culture in a space of deprivation of freedom: is it possible to guarantee an integral human formation?

Abstract

The study focuses on school education and immersion in written culture in a space of deprivation of freedom, seeking to understand and problematize language education in the field studied, based on the philosophical-epistemological assumptions of the Curriculum Proposal of Santa Catarina (SC, 2014) in order to answer the following research question: Considering the fundamentals of the Curriculum Proposal of Santa Catarina, language education as it is written in the Centro de Educação de Jovens e Adultos no Complexo Penitenciário de Florianópolis, provides a broader immersion of inmates in the various manifestations of written culture, aiming at the integral human formation of these subjects? In doing so, how does this delineate? In not doing so, what is put in its place? In order to achieve the intended objective of – based on the research question – problematizing school education in language in this articulation between the school sphere and the prison sphere, the research has a qualitative basis, having been carried out in the Unidade Descentralizada do Centro de Educação de Jovens e Adultos kept at the Complexo Penitenciário de Florianópolis.