AFFECTIVITY, LEARNING AND THE SCHOOL AS A REFUGE: A JOURNEY FOR THE RESOCIALIZATION OF WOMEN IN DEPRIVATION OF FREEDOM

Abstract

The deprivation of women’s freedom, marked by deprivations, traumas, and exclusions, requires comprehensive and humanized strategies for resocialization and social reintegration. In this context, the interconnection between affectivity, learning, and the school as a refuge emerges as a promising path for the reconstruction of their lives. Therefore, the objective of this article is to understand how the interconnection between affectivity, learning, and the school as a refuge can have implications in the resocialization of students in deprivation of freedom, evaluating how these elements can contribute to a more effective social reintegration after the period of incarceration. Therefore, positive affective bonds with educators, peers, and support figures, built through active listening, empathy, and respect, are pillars of self-esteem, trust, and the reconstruction of female identity. Quality education, focused on practical skills and the development of socio-emotional competencies, opens doors to autonomy, empowerment, and social reintegration. The school, as a welcoming and safe refuge, should be a space for social transformation, where women feel valued and respected. For this, the research methodology used was that of the academic essay and was based on a critical analysis and synthesis on the theme in question. Finally, the results of this study demonstrated that the resonance between affectivity, learning, and the school as a refuge in relation to women in deprivation of freedom can redefine their lives, overcome traumas, strengthen resilience, and build a positive future, marked by autonomy, hope, and contribution to a more just and inclusive society.