AFFECTION AND LEARNING IN PRISON: SCHOOL AS A SPACE OF REFUGE AND SOCIOEMOTIONAL DEVELOPMENT

Abstract

This article examines the interrelationship between affectivity and learning within the context of prison education, considering school as a space of refuge from the punitive reality of the cell and the prison block. The investigation is based on a qualitative and bibliographic approach, drawing on authors who discuss affective and cognitive processes, as well as the challenges and potentialities of education in contexts of deprivation of liberty. The central problem addresses the following question: to what extent can affectivity, mediated by school practices, contribute to the socioemotional development and meaningful learning of people deprived of liberty? As a hypothesis, it is considered that the presence of positive affective bonds in the prison educational environment favors engagement, self-esteem, and the construction of meaningful knowledge, contributing to resocialization. The study's justification is rooted in the need to consolidate school as a humanizing space, capable of promoting ruptures with the dehumanizing dynamics of the prison system. Finally, viable pedagogical strategies and successful national and international experiences are presented, reinforcing the importance of educational practices guided by the affective dimension.