THE EDUCATIONAL PROCESS IN THE PRISON CONTEXT: THE RIGHT AND THE REVERSE OF ACCESS TO EDUCATION FROM A DEVELOPMENT PERSPECTIVE
DOI:
https://doi.org/10.56238/arev7n11-194Keywords:
Education, Prison Context, Access to Education, Regional DevelopmentAbstract
The aim of this article is to reflect on the possibilities, as well as the implications that permeate the educational process in the prison context. It is understood that mere legislation alone cannot adequately address this complex educational dynamic, considering a range of factors that intervene in this process. This approach intends to encompass not only the relevant legislation on the subject but also the functionality of the educational system and its relationship with power and social exclusion. Thus, this article will discuss the foundational ideas of the author Pierre Bourdieu (2001, 2012), namely: the concepts of habitus and cultural, social, and financial capital. Beyond this approach, the article aims to associate the implementation of teaching in the prison context as a tool for access to education and, through this practice, to expand the possibilities for regional development.
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References
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