Practices and challenges in science teaching in prison environments in the Federal District: an analysis based on academic literature

Abstract

The present study addresses the practices and main challenges faced by educators in teaching Science in prison environments in the Federal District. This research aims to explore the particularities of this specific educational context, with an emphasis on science education, recognizing its importance for the reintegration and development of these individuals. Due to its qualitative approach, the research relied on content analysis, conducting a bibliographic review of texts on Science education within the prison system, specifically within the Federal District. The analysis of the results revealed the use of films as a significant didactic strategy, providing students with moments where they can disconnect from the reality they face within confinement. Challenges encountered included high student turnover, heterogeneous classes, adequacy of materials, as well as their precariousness, and reduced teacher autonomy, as mentioned by authors who engage in teaching or participate in educational activities in these settings. On the other hand, authors described possibilities and strengths delivered in the education of incarcerated youth and adults; among them, the interest in learning by the students stands out, alongside a notable improvement in valuing and respecting teachers.