AFFECTIVE BONDS IN PRISON: IMPACT ON THE MOTIVATION AND LEARNING OF STUDENTS DEPRIVED OF FREEDOM

Abstract

Affective bonds are essential for the motivation and learning of students in prison, despite the challenges inherent to the prison environment, school can be a space for personal growth for students deprived of their liberty. In this context, this article's main objective is to evaluate how the affective relationships established in the female prison space influence the motivation of students in the learning processes. To this end, the academic essay methodology was used, which consisted of a synthesis and critical analysis of the ideas and points of view of various authors on the topic. By evaluating the dynamics of emotional relationships in the prison environment, it was possible to identify how students' motivation is influenced by these emotional bonds. The analysis revealed important nuances about how building emotional bonds can be a fundamental catalyst for engagement and interest in educational activities. Therefore, it is concluded that the conscious promotion of emotional bonds in the female prison system not only positively impacts the learning process, but also proves to be essential for the establishment of more humanized educational practices. This finding highlights the need for educational policies and approaches that recognize and actively promote the construction of affective relationships as an integral part of the integral development of students deprived of their liberty.