Educação em Serviços Penais: significações de uma política curricular em uma Escola de Governo.

Abstract

The National Policy on Education in Criminal Services (PNESP) was inaugurated in 2005 and deals with the processes of professional development of civil servants in criminal careers. It also translates into a relevant educational policy that intends to qualify the approximately 130 thousand workers in the Brazilian prison system and the consequent improvement of conditions for the materialization of criminal execution. Thus, this case study aims to verify how PNESP is meant by analyzing the extent to which this meaning influences the curriculum design of the National School of Penal Services (ESPEN). The case study developed with a discursive bias aimed to remove the opacity of the data involving the aforementioned Policy and Institution. Considering the expressiveness of the object, four data collection techniques were used from contact with different sources and subjects, namely: document analysis, narrative interviews with Espen Managers, non-participating observations in the classroom and analysis of images produced by Students undergoing initial vocational training. It is important to point out that, through the methods employed, it was possible to produce data that, if confronted, reinforce theoretical indications and inaugurate an approximate knowledge of how to manage a School of Government. To this end, it was based on theoretical pillars that deal with the Reform of the State Apparatus as a driver of the consolidation of schools of this nature, of the social operating system that is inaugurated in prison, considering its peculiarities and the social transformations of the last decades and finally, the configuration of Education in Penal Services as a field of Brazilian educational policy, observed from the Policy Cycle Approach. It finds relevance in the incipient academic production on the subject, in the national and international normative orientation that recommends the development of such training practices and in their possible incidence in prison daily life. PNESP's performance could be understood from the power-knowledge relationships that are established in prison and are reflected in the institutions that have some contact with it. Particularly in what belongs to ESPEN, the recontextualization of practices and discourses from prison in the educational actions developed was identified, in addition to clear indications regarding adherence to the precepts of the New Public Management. The data show that the context of the practice, due to the administrative peculiarities that it brings together, potentiates a different meaning as to the meanings proposed by PNESP, thus influencing the traditional and efficient curriculum design developed in a School of Government.