Um estudo sobre o ensino de estatística nas prisões

Abstract

It is a fact that the Brazilian prison system encounters numerous difficulties, among them overcrowding, lack of staff, precarious structures and failure to comply effectively with some of the criminal enforcement laws, such as number 7,210 of July 11 1984, which, in its art. IV deals with the prisoner's right to education. With a prison population growing 7% a year, according to the last census conducted in 2014 by the National Penitentiary Department and National Council of Justice, Brazil occupies the 4th position in the world in number of people imprisoned reaching a total of 622,202 prisoners. However, only 13% have some access to basic education. In view of this perspective, this work aimed to apply and validate an educational product with the purpose of teaching basic statistics in order to minimize the demand for education in the prisons and to provide access to education for the victims through studies inside the cell itself. Of qualitative nature, the research began with the participation of six prisoners of High School and then with more 36 prisoners of Elementary School, totaling 42. The research site was the interior of 6 cells shared by 7 inmates each, located in the State Penitentiary of Londrina II, in each cell was chosen an inmate with the function of tutor of the activities presented. Charlot, Bondía, Foucault, Freire, Ribeiro e Silva; focusing on the specificities of teaching in a prison situation and the daily life of the prisoner, in order to elucidate the research question that investigated how a basic statistical study can contribute to the dissemination of mathematics teaching in the prison units. To mark the analysis of the data related to the planning, application and validation of a proposal, which configures the educational product of this professional master's research, three organizational axes are listed: what is the interest of students in learning statistics in prisons, who are these students and how to teach basic statistics in the cell itself. The analysis of the results showed that it is possible both to expand access to teaching in the prisons and to propose a material that stimulates reflection and planning of the student's own life. From the validation of the educational product it is possible to infer that there is potential for the teaching of Mathematics in the prison space, in view of the respect to the specificities of the prison and the contextualization of the content of statistics, considering the multifaceted identities that are there, to the opportunities of access to the prisoner to study inside their cells, what configured in the situation in focus a promising educati onal process that can have continuity in the time of penance of these students.