BETWEEN THE BARS AND THE BLACKBOARD: THE PEDAGOGICAL AND EMOTIONAL CHALLENGES OF TEACHERS WORKING IN PRISON UNITS

Abstract

This article analyzes the pedagogical and emotional challenges faced by teachers working in prison units, considering the implications of this context for teaching practice and for the effective realization of the right to education for people deprived of their liberty. It is grounded in the principles of Youth and Adult Education (EJA) and in discussions on prison education, teacher education, and mental health in the workplace. The study adopts a qualitative approach, developed through a literature review and documentary analysis of publications from the last ten years. The analysis shows that teaching in prison institutions is marked by structural limitations, security protocols, stigmatization of the work environment, and emotional overload, factors that affect professional identity and the conditions under which teaching is carried out. Despite these adversities, teachers develop pedagogical and relational strategies that foster the establishment of educational bonds and students' engagement in the learning process. The results indicate the need for public policies aimed at continuing professional development, psychological support, and professional recognition as conditions for strengthening prison education and improving educational practices in this context.