Suchergebnisse

Motivation - The period of manifestation of the COVID-19 pandemic, brought to the fore the need for change, as the only social constant perceived as a necessity in all existential dimensions. Pre-existing social needs and problems stood out and social inequalities sharpened, including those mediated by the educational act. The educational field attracts increased attention, because the directions of action that will be established will generate "our future world" or "future individual worlds", especially in the penitentiary environment that accounts for the failure of institutions that acted before the crime and imprisonment. Answer to a problem - Education and re-education in the penitentiary environment can contribute to increasing the quality of life in the community, not only by separating those who have committed crimes from other members of society, but also by contributing to the destructuring of undesirable social behavior and creating changes. Reference works - The issue of penitentiary education (formal, informal, non-formal) is presented in the reference regulations for the field of social reintegration Research methods - secondary data analysis, documentary analysis, direct/participatory observation Conclusions - The public perception of penitentiaries is a negative one that generates, rather, fears and disapproval. However, a careful analysis of the causal chain up to the time of incarceration, of the recovery assistance interventions in detention and of the concrete modalities of monitoring and assistance in order to reintegrate post-enforcement, could constitute landmarks for the elaboration of multidimensional strategies, starting with the simple citizen, up to the state level. Basic theoretical work - Ilie et al (2020, pp. 22-78)