Ensino superior à distância : estudo de caso no Sistema Prisional de Pernambuco

Abstract

Our research focused on educational policies aimed at the incarcerated population, particularly regarding the provision of distance education (EAD) in Higher Education in the state of Pernambuco. Using a predominantly qualitative approach, we conducted a comprehensive field study to investigate not only the achievements already attained but also the challenges faced in the context of distance higher education in Pernambuco's prisons. The enactment of Law No. 7,210 on July 11, 1984, officially marked the recognition of educational assistance as a fundamental pillar for the reintegration of inmates into society. However, the Brazilian prison system still faces significant challenges in ensuring effective access to higher education, especially through distance learning. Our study provided a contextualized analysis of educational assistance in Pernambuco's prison system, with a specific focus on access to distance higher education. In addition to the comprehensive narrative bibliographic review, we conducted semi-structured interviews with both prison system managers and incarcerated students. The research was conducted at the Centro de Observação Criminológica e Triagem Prof. Everardo Luna (COTEL), in Abreu e Lima, Pernambuco, where distance higher education was implemented in 2021. The study involved 11 incarcerated students, an educational coordinator at COTEL, and two managers from the State Secretariat of Penitentiary Administration. The results obtained revealed a significant interest among students in pursuing their studies, driven both by the prospect of sentence remission through academic engagement and by family support. However, we identified significant challenges, such as limited time for access to study spaces and the interruption of studies in cases of transfer to other prison units. We conclude that, despite representing a notable advancement, distance higher education in prisons still faces considerable challenges, including the need to ensure adequate study spaces and access for all qualified inmates. Faced with the scenario encountered, we organized a proposal for a project to standardize distance higher education in all Prisons Units in Pernambuco. Continuous efforts are essential to democratize access to graduation for all incarcerated individuals.The analyses arising from this research point to new scientific challenges, including the development of qualitative indicators for education in prison contexts and the engagement of public universities in offering distance education in situations of restriction and deprivation of liberty. We intend to continue these studies to contribute to a more inclusive and effective educational system for the incarcerated population.