CHALLENGES OF POPULAR EDUCATION IN CONTEXTS OF PRIVACY OF FREEDOM

Is it possible for education, in contexts of deprivation of freedom, to become a dialogical education, a practice of freedom? This question provokes reflections about the possibilities of analyzing education in contexts of deprivation of freedom under the main ideas developed by Paulo Freire, in his work Pedagogy of the oppressed. From an analysis of this book, we propose a debate on the education implemented for young people and adults in situations of restriction and deprivation of freedom. Through a dialogue with some academic texts in the areas of Education and Social Sciences on the prison system, we aim for a reflection on the possible readings of Pedagogy of the oppressed for the education in contexts of deprivation of freedom. The findings of our study emphasize the relevance of these concepts for the analysis of a popular education in contexts of deprivation of freedom. Its main aim is to rescue the (apparently obvious) affirmation of the humanity that, when reduced in prison, affects society as a whole, since prison is an institution which is not isolated from the world but part of society.