O ensino de ciências em uma unidade prisional no sul do Amazonas: significações de professores

Abstract

This study investigated the meaning attributed by teachers to educadion in prison, with a focus on teaching Natural Sciences in a correctional facility in the southern region of Amazonas, Brazil. It considers the challenges faced by educators working in this context. Grounded in the principles of Socio-Historical Psychology and Historical-Dialectical Materialism, the research animed to understand teachers perceptions of their work and teaching practice, particulary those involved in Natural Sciences education within a prison environment in the municipality of Humaitá, Amazonas. A qualitative approach was adopted, focusing on the analysis of teachers perspective through interviews conducted with educators, the pedagogical team, and the facility´s administration. The findings indicate that teachers lack access to specialized continuing education, face precarious teaching conditions, and work in an environment characterized by institutional contradictions and a lack of adequate pedagogical support. Furthermore, educational assistance in prison is often limited, fragmented, and neglected, wich undermines the effectivess of teaching and the potential for human development and critical thinking among incarcerated individuals. This research contributes to the broader discussion on prision education by highlighting the urgent need for public policies that ensure teacher training, minimum infrastructure, and effective pedagogical support. Strengthening education as a fundamental right within the prison system is essencial to fostering meaningful learning experiences and social reintegration.