THE PRISON SCHOOL AS A SUPPORTIVE ENVIRONMENT: REFLECTIONS ON EMOTIONAL DIMENSION AND LEARNING

Abstract

This article analyzes the importance of the emotional dimension in the learning process within environments of deprivation of liberty, highlighting the role of the school as a symbolic space of support in the face of the adversities imposed by incarceration. Based on a qualitative approach, grounded in a bibliographic review, it examines how the construction of pedagogical bonds contributes to the humanization of educational experiences in the prison context. The reflections show that promoting interpersonal connections between educators and inmates fosters integral development and engagement with learning. It concludes that the incorporation of the affective dimension into teaching practice is an essential element for social transformation and the reconstruction of citizenship in prison units.