Educación en contextos de encierro: las representaciones sociales educativas y sus efectos para una futura inclusión social. El caso de la población penal en la provincia de Mendoza

This research paper refers to education in imprisonment contexts in the province of Mendoza and the socio educational representations and their effects on a future social inclusion. The anticipation of sense considers that the social representations of the actors of education reveal a gap existing between the law provisions and the practices which often hinders the expected inclusion. The applied methodology is qualitative; the design is descriptive, not experimental, transversal. A semi-structured interview has been conducted to eighty-seven students, seven teachers and five coordinators / directors. It is concluded that the letter of the law is not always in agreement with what actually happens in the educational context; this gap between the letter of the law and what really takes place is revealed from the socio educational representations on the educational stimulus; imprisonment release; personal growth and learning acquisition. Inclusion through education means obtaining qualified jobs leading to social reinsertion; social inclusion is considered impossible due to the stigmatization that society attaches to incarcerated people.

Grantor dc:publisher

Universidad Nacional de Cuyo (Mendoza) (España)

Year dc:date

2018

Author dc:creator

• Granados, Graciela Viviana

Contributors dc:contributor

• Parés, Benito Rafael (Universidad Nacional de Cuyo (Mendoza))

• educación en contextos de encierro – representaciones sociales – inclusión sociolaboral
• education in contexts of imprisonment - social representations – socio-labour inclusion

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Language dc:language

spa

Repository record dc:identifier

https://dialnet.unirioja.es/servlet/oaites?codigo=220292

OAI identifier oai:identifier

oai:dialnet.unirioja.es:TES0000022882