A formação docente na Educação Profissional e Tecnológica no sistema prisional: reflexões a partir de um memorial de formação

Abstract

This study analyzes the training challenges faced by teachers in Vocational and Technological Education (VTE) within the prison system, as well as the contributions of continuing education to the improvement of pedagogical practices and to the social reintegration processes of incarcerated individuals. It is based on the understanding that VTE is an educational policy aimed at the integral formation of individuals, integrating scientific, technological, and cultural knowledge with the demands of society and the labor market. In the prison context, education plays a strategic role by enabling access to knowledge, professional qualification, and the reconstruction of life projects. It is supported by legal frameworks such as the Brazilian Penal Execution Law (Law No. 7,210/1984), Resolution CNE/CEB No. 2/2010, and Decree No. 7,626/2011 (PEESP), which guarantee the right to education and guide its implementation. Despite this legal framework, teaching in this environment faces challenges related to the structural conditions of prisons, the specific characteristics of the target population, and the need for adequate pedagogical training to develop contextualized educational practices. The central research problem consists of understanding the training challenges faced by VTE teachers in the prison system and how continuing education can contribute to improving pedagogical practices. The general objective is to analyze the importance of teacher education in VTE for teaching in this context, considering its contributions to the improvement of teaching quality and to the social reintegration of incarcerated individuals. Methodologically, the study is characterized as a qualitative, descriptive research with an autobiographical approach, based on a training memorial, reflective analysis of teaching practice, and bibliographic review, inspired by action research principles. It highlights that teaching in this context requires specific training, pedagogical sensitivity, and methodological strategies aligned with institutional particularities and the life trajectories of incarcerated students. It concludes that strengthening teacher education is essential to improve educational practice and to enhance the transformative role of education in the prison system. Furthermore, it identifies a gap in academic production that connects VTE, teacher education, and prison education, highlighting the need for further research and for the development of continuing education policies tailored to this context.