Direito à educação: Um estudo da (in)eficácia do Núcleo de Educação para Jovens e Adultos (NEEJA) nos presídios do Estado do Rio Grande do Sul à luz do fundamento jurídico-filosófico do cárcere e viabilidade legal para implementação da Educação à Distância (EaD).
Nenhuma Miniatura disponível
Data
2024-01
Tipo de documento
Monografia
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Modalidade de acesso
Acesso aberto
Editora
Autores
LINO, Rebeca Canabarro de Matos
Orientador
SCAPINI, Marco Antônio de Abreu
Coorientador
Resumo
A presente pesquisa ocupou-se do tema Direito à Educação na Execução Penal, o qual objetiva prevenir a reincidência criminal, proporcionando a ressocialização. No
sistema prisional gaúcho, a assistência educacional ao apenado é ofertada através do Núcleo de Educação para Jovens e Adultos (NEEJA). Referido sistema educacional possui como premissa auxiliar os apenados na preparação de exames nacionais, tais como ENEM e ENCCEJA. Como retribuição pelo esforço, o apenado aufere a remição da pena na proporção de a cada 12h de estudos, 1 dia de pena e caso conclua etapa escolar, terá o acréscimo de 1/3. Contudo, os magistrados vêm adotando o entendimento do CNJ o qual estabelece o cômputo da remição pautadas em horas fictas (1.600 horas para ensino fundamental e 1.200 horas para ensino médio), na premissa de que tal estratégia incentiva a continuidade escolar e corrobora com a ressocialização do indivíduo. Em contrapartida, o âmbito pedagógico questiona tais métodos, haja vista que a educação é um processo e para que os seus fins sejam alcançados não deve limitar-se à realização de exames. Sendo assim, a problemática que se impõe é: estaria o NEEJA, enquanto modalidade de educação ofertada nos presídios gaúchos, sendo eficaz naquilo que se objetiva? Portanto, enquanto pesquisa prescritiva, objetivou-se, a fim de propor uma solução à dicotomia existente entre a legislação e jurisprudência (que afirmam ser eficaz) e o viés pedagógico (que questiona a eficácia do NEEJA), a implementação da EJA EaD no sistema prisional gaúcho, pautando-se na perspectiva pedagógica do construtivismo, além da maximização do acesso à educação nos presídios e redução dos custos para o Estado. A partir do método de pesquisa quantitativo, notou-se que o sistema prisional gaúcho vem exponencialmente aumentando o índice de participação de apenados em exames nacionais e matriculando apenados no NEEJA. Contudo, com base nos índices publicados pelo DEPEN (2022), observatório do Sistema Prisional do RS (2023) e Boletim Técnico 03/2023, concluiu-se a impossibilidade de aferir a eficácia do NEEJA no que tange à ressocialização e aprovação dos apenados nos exames nacionais, ante a ausência de dados estatísticos publicados com definições e amostragens relacionadas a tal objetivo. Assim, tem-se a imperiosidade do seguimento da pesquisa no sentido quantitativo a fim de colaborar com o aprimoramento da qualidade educacional nos presídios gaúchos.
This research focused on the topic of the Right to Education in Criminal Execution, which aims to prevent criminal recidivism, providing resocialization. In the Rio Grande do Sul prison system, educational assistance to inmates is offered through the Education Center for Youth and Adults (NEEJA). This educational system has the premise of helping inmates prepare for national exams, such as ENEM and ENCCEJA. In return for the effort, the convict receives remission of the sentence in the proportion of every 12 hours of studies, 1 day of sentence and if he completes the school stage, he will have an increase of 1/3. However, magistrates have been adopting the understanding of the CNJ, which establishes the calculation of redemption based on fictitious hours (1,600 hours for primary education and 1,200 hours for secondary education), on the premise that such a strategy encourages school continuity and corroborates resocialization of the individual. On the other hand, the pedagogical scope questions such methods, given that education is a process and for its purposes to be achieved it should not be limited to exams. Therefore, the problem that arises is: would NEEJA, as a modality of education offered in gaúcho prisons, be effective in what it aims to achieve? Therefore, as prescriptive research, the objective was, in order to propose a solution to the existing dichotomy between legislation and jurisprudence (which claim to be effective) and the pedagogical bias (which questions the effectiveness of NEEJA), the implementation of EJA EaD in the system gaúcho prison, based on the pedagogical perspective of constructivism, in addition to maximizing access to education in prisons and reducing costs for the State. Using the quantitative research method, it was noted that the Rio Grande do Sul prison system has been exponentially increasing the participation rate of inmates in national exams and enrolling inmates in NEEJA. However, based on the indices published by DEPEN (2022), observatory of the Prison System of RS (2023) and Technical Bulletin 03/2023, it was concluded that it was impossible to assess the effectiveness of NEEJA with regard to the resocialization and approval of inmates in national exams, given the absence of published statistical data with definitions and samples related to this objective. Thus, it is imperative to follow up the research in a quantitative sense in order to collaborate with the improvement of educational quality in prisons in Rio Grande do Sul.
This research focused on the topic of the Right to Education in Criminal Execution, which aims to prevent criminal recidivism, providing resocialization. In the Rio Grande do Sul prison system, educational assistance to inmates is offered through the Education Center for Youth and Adults (NEEJA). This educational system has the premise of helping inmates prepare for national exams, such as ENEM and ENCCEJA. In return for the effort, the convict receives remission of the sentence in the proportion of every 12 hours of studies, 1 day of sentence and if he completes the school stage, he will have an increase of 1/3. However, magistrates have been adopting the understanding of the CNJ, which establishes the calculation of redemption based on fictitious hours (1,600 hours for primary education and 1,200 hours for secondary education), on the premise that such a strategy encourages school continuity and corroborates resocialization of the individual. On the other hand, the pedagogical scope questions such methods, given that education is a process and for its purposes to be achieved it should not be limited to exams. Therefore, the problem that arises is: would NEEJA, as a modality of education offered in gaúcho prisons, be effective in what it aims to achieve? Therefore, as prescriptive research, the objective was, in order to propose a solution to the existing dichotomy between legislation and jurisprudence (which claim to be effective) and the pedagogical bias (which questions the effectiveness of NEEJA), the implementation of EJA EaD in the system gaúcho prison, based on the pedagogical perspective of constructivism, in addition to maximizing access to education in prisons and reducing costs for the State. Using the quantitative research method, it was noted that the Rio Grande do Sul prison system has been exponentially increasing the participation rate of inmates in national exams and enrolling inmates in NEEJA. However, based on the indices published by DEPEN (2022), observatory of the Prison System of RS (2023) and Technical Bulletin 03/2023, it was concluded that it was impossible to assess the effectiveness of NEEJA with regard to the resocialization and approval of inmates in national exams, given the absence of published statistical data with definitions and samples related to this objective. Thus, it is imperative to follow up the research in a quantitative sense in order to collaborate with the improvement of educational quality in prisons in Rio Grande do Sul.
Palavras-chave
Direito à educação, Execução Penal, EJA, Educação à Distância (EaD)