AFFECTIVITY AND LEARNING: THE SCHOOL AS AN ENVIRONMENT OF ESCAPE FROM THE CELL AND THE PAVILION

Abstract

This article examines the influence of affectivity on the learning process in schools located within the prison system. It recognizes that social relationships in these settings are marked by distrust and violence, making the educational environment unique and challenging. A qualitative methodology was employed, combining bibliographic review and observations in a female prison school in Pernambuco, Brazil. The findings indicate that establishing affective bonds between teachers and students enhances motivation, understanding, and critical reflection, promoting the humanization of education in contexts of deprivation of liberty. The study highlights the need to deepen research and pedagogical practices that value the affective dimension, contributing to strengthening prison education and the promotion of human rights.