Pedagogy in Latin American Penitentiary Institutions: A Hidden Reality
DOI:
https://doi.org/10.5377/ryr.v0i45.4423Keywords:
Penitentiary model, pedagogical practice, social reinsertion, penitentiary institutions, education within the context of incarceration.Abstract
A theoretical and legal overview at the Latin American level shows that there is an interest in the current realities of penitentiary institutions, as well as in the efforts that have been made by each country in the region to meet human rights’ needs. Adequate social reinsertion that lowers new incidences of criminal activity in society is the primordial objective. Moreover, the pedagogical practices carried out during the process of reinsertion into society, which are promoted by penitentiary models, highlights, on the one hand, the intention of governments to improve penitentiary systems. On the other hand, there are many hidden aspects that hinder the understanding of penitentiaries–many of which are not adequately executed. These are due to factors such as the context of incarceration itself, the lack of training of those individuals who are immersed in the system, and the social void left after incarceration, all of which reduce the possibilities of an ideal reinsertion into society. Current studies show, however, that there are penitentiary models rooted in communitybased social pedagogies, which have been applied successfully in certain social contexts, i.e. where there is a need for their implementation using technical analysis, thereby permitting their applicability in other societies with the same or greater urgency for structural change and promoting a more efficient reinsertion. This article considers the method of synthesis of scientific knowledge with a narrative-type vision, which is based on observation techniques and the reading of related bibliographical materials
Reality and Reflection Year 17, No. 45, January-June 2017: 77-92
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