Aprendizagem de língua inglesa no cárcere

Abstract

This article aims to analyze the content taught in English classes at a specific the prison context, then propose content and work plans that may be relevant for this group of people. Based on qualitative principles, a case study conducted with a high school class in a prison school. The theoretical foundations derive from the English Language National Curriculum Guidelines for Secondary Education PCN-LE (2000) and the English Language Common Basic Contents for Secondary Education for the State of Minas Gerais (CBC-LE, 2008), emphasizing the concepts of social activities (LIBERALI, 2012) and educational proposals for prison interns as suggested by Thomas and Thomas (2008). Discussions on citizenship, freedom and its relationship to Education (CLOUGH e HOLDEN, 2002; PERRENOUD, 2005 e FREIRE, 1967, 1970), and Foucault’s elaborations on punishment (2003) underlie the study. The discussion indicates actions more coherent with the target context, based on the perspective of social activity, promoting co-participation of convicts in decisions about topics to be included in the discipline, allowing them, therefore, some freedom to learn the target language as well as opportunities to develop citizenship, despite being in a confinement regime.