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Relevância da dimensão cultural na escolarização de crianças negras; Relevance of the cultural dimension for the schooling of black children.

Molina, Thiago dos Santos
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 06/06/2011 PT
Relevância na Pesquisa
36.38%
A dissertação de mestrado intitulada Relevância da dimensão cultural na escolarização de crianças negras discorre sobre iniciativas de educação escolar surgidas em contextos de afirmação de valores existenciais afro-brasileiros e persegue os objetivos de (a) investigar as bases teóricas e práticas escolares de pedagogias estruturadas a partir de reposições e reelaborações culturais negras na diáspora e (b) discutir a relação entre cultura do educando e cultura escolar presente nestas concepções educativas. Partimos da hipótese que a presença da história e cultura afro-brasileira no currículo escolar atua como um fator de favorecimento do processo de escolarização das crianças negras, as quais vários estudos apontam como mais vulneráveis a serem colocadas em situação de fracasso e evasão escolar e suscetíveis de sofrerem preconceito e discriminação étnico-racial. Ao final do texto concluímos com outra hipótese, não excludente da primeira: a presença da história e cultura afro-brasileira como instrumento do processo de escolarização favorece a experiência da educação escolar de crianças negras; por outro lado, tomar a história e cultura negra como fundamento da escolarização exige a emergência de outra cultura escolar...

Formação inicial de trabalhadores e elevação da escolaridade: políticas públicas de qualificação profissional em discussão (1963-2011); Initial formation of workers and schooling elevation: public policies of vocational qualification in discussion (1963-2011).

Rocha, Juliana Macedo
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 17/06/2011 PT
Relevância na Pesquisa
36.56%
A formação inicial de trabalhadores, inserida no conjunto maior da educação profissional, entendida como modalidade de educação estabelecida na Lei de Diretrizes e Bases da Educação Nacional, isenta-se de qualquer exigência de escolaridade prévia, prescindindo da formação geral, tornando-se a única possibilidade de formação profissional para aqueles que não concluíram o ensino fundamental. A problemática desta tese incide, portanto, na relação existente entre formação profissional e elevação da escolaridade, a qual é analisada por meio de quatro políticas públicas federais de qualificação profissional implementadas no Brasil nos últimos cinquenta anos: Programa Intensivo de Preparação de Mão de Obra (PIPMO) (1963- 1982), Plano Nacional de Qualificação Profissional (PLANFOR) (1996-2002), Plano Nacional de Qualificação (PNQ) (2003-) e Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, na Formação Inicial e Continuada com Ensino Fundamental (PROEJA FIC) (2006-). A avaliação das políticas públicas feita por meio de análise de legislação e fontes bibliográficas voltase prioritariamente para seus processos de implementação e...

A implementação da política pública de educação infantil : entre o proposto e o existente; The implementation of public policies focused in children education : between the proposed and existing

Candida Maria Santos Daltro Alves
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 25/02/2013 PT
Relevância na Pesquisa
36.21%
A presente pesquisa teve como objetivo compreender a implementação das políticas públicas voltadas à educação infantil no município de Ilhéus, no período compreendido entre 2006 e 2012. A escolha dessa temática justificou-se pelo fato de que nos últimos anos as ações encaminhadas pelo Poder Público municipal para a Educação Infantil, nessa localidade, podem apresentar diferenciações no que diz respeito à organização, estruturação e aperfeiçoamento das práticas e formulação de políticas públicas relativas ao atendimento e infraestrutura para as crianças da educação infantil. A opção pela esfera municipal se confirmou, ainda, quando se procurou estabelecer a relação entre as políticas macro e micro na configuração específica da Educação Infantil, o que implicou no acompanhamento das políticas sociais pelo poder local. A abordagem metodológica utilizada na pesquisa foi quanti-qualitativa, privilegiando na pesquisa qualitativa os procedimentos metodológicos de dois tipos de levantamentos: pesquisa de caráter bibliográfico e documental e pesquisa empírica. Empregou-se instrumentos metodológicos: levantamento bibliográfico e documental relacionados ao tema; e coleta dos dados junto às Secretarias de Educação...

Cultura e instituição escolar: os processos de dominação e a organização, a gestão e as práticas docentes; Culture and schooling institutions: domination, organization, management processes and teaching practices

SILVA, Luis Gustavo Alexandre da
Fonte: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas Publicador: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
36.3%
Taking part of the research line State and educational policies of Post-graduate program in education of Federal University of Goiás (UFG), Brazil, this work analyzes the interference of cultural dimensions with inner dynamics of schools, putting out its implications on organization, management and effectiveness of teachers work. Further, the investigation identifies values, principles and symbolic connections shared in a determined society and, overall, how these elements are interpreted by the ensemble of school agents. These cultural aspects are analyzed with basis on works of many authors, especially from Social Anthropology an Educational Sociology. Hierarchy, personal relationships, political favoritism, religious moralism are important conceptual references of this work, produced with basis on works of the following authors: Raimundo Faoro, Roberto Damatta, José de Souza Martins, José Murilo de Carvalho and Carlos Rodrigues Brandão. The analyses of those concepts has as aim to demonstrate the established intersections between bureaucratic, political and religious power inside a schooling institution as well as to offer evidence to the symbolic articulation performed by political field, able to transform this set of cultural elements in meaningful domination processes inside schooling field. Pierre Bourdieu s theory of social fields turns these analysis deeper when it investigates the inner dynamics of articulated fields to schooling agents cultural universe force. In order to apprehend the interference of cultural dimensions and its mediations in schools...

Determinants and Dynamics of Schooling and Child Labor in Bolivia

Grigoli, Francesco; Sbrana, Giacomo
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
36.44%
This paper investigates the determinants of primary school enrollment, attendance and child labor in Bolivia from 1999 to 2007. The analysis also aims at identifying the substitution and complementary relationships between schooling and working. Although enrollment rates show a significant improvement, lack of attendance remains an issue. The empirical results reveal that the increase in enrollment is led by indigenous children and those living in urban areas. Moreover, contrary to common belief, being extremely poor and indigenous are the main determinants of school attendance. Although extremely poor children increased their school attendance, they were not able to reduce child labor. However, for indigenous children school attendance and child labor were substitutes, increasing schooling and reducing child labor.

MENA Regional Synthesis on the Teacher Policies Survey : Key Findings from Phase 1

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
36.17%
This report summarizes the main findings of the first phase of the regional study on teacher policies which draws heavily from the SABER-Teachers methodological papers and country reports. It presents the methodology of the SABER-Teachers benchmarking exercise; provides a preliminary analysis of the regional trends in teacher policies based on data collection and analytical tools developed by HDNED as well as the country reports produced by the SABER-Teachers team; and discusses the next steps for the regional work on teacher policies.

Does Longer Compulsory Education Equalize Schooling by Gender and Rural/Urban Residence?

Kırdar, Murat G.; Dayıoğlu, Meltem; Koç, İsmet
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
36.55%
This study examines the effects of the extension of compulsory schooling from 5 to 8 years in Turkey in 1997—which involved substantial investment in school infrastructure—on schooling outcomes and, in particular, on the equality of these outcomes between men and women, and urban and rural residents using the Turkish Demographic and Health Surveys. This policy is peculiar because it also changes the sheepskin effects (signaling effects) of schooling, through its redefinition of the schooling tiers. The policy is also interesting due to its large spillover effects on post-compulsory schooling as well as its remarkable overall effect; for instance, we find that the completed years of schooling by age 17 increases by 1.5 years for rural women. The policy equalizes the educational attainment of urban and rural children substantially. The urban-rural gap in the completed years of schooling at age 17 falls by 0.5 years for men and by 0.7 to 0.8 years for women. However, there is no evidence of a narrowing gender gap with the policy. On the contrary...

The Impact of Secondary Schooling in Kenya

Ozier, Owen
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Trabalho em Andamento
EN_US
Relevância na Pesquisa
36.34%
This paper estimates the impacts of secondary school on human capital, occupational choice, and fertility for young adults in Kenya. The probability of admission to government secondary school rises sharply at a score close to the national mean on a standardized 8th grade examination, permitting the estimation of causal effects of schooling in a regression discontinuity framework. The analysis combines administrative test score data with a recent survey of young adults to estimate these impacts. The results show that secondary schooling increases human capital, as measured by performance on cognitive tests included in the survey. For men, there is a drop in the probability of low-skill self-employment, as well as suggestive evidence of a rise in the probability of formal employment. The opportunity to attend secondary school also reduces teen pregnancy among women.

Unemployment duration, schooling and property crime

Chapman, Bruce; Weatherburn, D; Kapuscinski, C.A; Chilvers, M; Roussel, S
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Working/Technical Paper Formato: 372129 bytes; application/pdf
EN_AU
Relevância na Pesquisa
36.21%
It is well known that there is no consensus with respect to the relationship between unemployment and crime. As well, there is very little research on the linkages between crime and the educational experiences of young people. In this paper we show a very strong positive relationship between criminal activity and the extent of youth male long-term unemployment. We also show that criminal activity is negatively associated with high school completions, and positively associated with high school non-completion rates. The analysis suggests that labour market and education policies have the potential to significantly reduce property crime. However, increased high school participation of the targeted group only decreases crime if it results in graduation. This suggests that the effectiveness of education policy is a critical influence on crime activity, a unique finding for the literature.; no

Lá fora também se aprende: um estudo sobre o programa Cultura é Currículo sob a ótica dos estudos culturais; Places for learning: schooling leaves school in the Cultural Studies view

Castilho, Janaina Carrasco
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 29/08/2014 PT
Relevância na Pesquisa
36.27%
A pesquisa tem como objetivo geral analisar em que condições a inserção do projeto Lugares de aprender: a escola sai da escola contribui com a democratização da cultura na formação escolar dos estudantes, a partir da abordagem dos estudos culturais. Partindo dos objetivos específicos que pretendem apresentar e caracterizar os estudos culturais como campo teórico e político, que trata das relações na sociedade, e situar o programa Cultura é Currículo nas políticas contemporâneas de educação, a indagação a ser respondida por esse estudo é: em que condições a inserção do projeto Lugares de Aprender: a escola sai da escola contribui com a democratização cultural na formação dos estudantes? Em nossa hipótese preliminar supomos que a inserção do turismo no currículo escolar permite a aproximação dos estudantes a diferentes espaços culturais, ampliando e diversificando as referências culturais em sua formação. Como metodologia, realizamos pesquisa teórica recorrendo a fontes bibliográficas e documentais, e pesquisa de campo. Nesta, utilizamos o método observacional com o enfoque preponderantemente qualitativo, e técnicas de observação direta, entrevista e questionário. Os dados obtidos foram categorizados para análise dos conteúdos. Os resultados alcançados representam a complexidade apreendida nas diversas relações entre os participantes e planejadores do projeto.; This research mainly aims to describe on which conditions the insertion of the project Lugares de aprender: a escola sai da escola (Places for learning: schooling leaves school) contributes to the democratization of culture in the schooling of students due to its use of a cultural studies approach. Starting with the specific objectives that firstly intend to present and characterize cultural studies as a theoretical and political field...

Improving Schools and Schooling in Brazil : The Fundescola Approach; Mejoramiento de las escuelas y la calidad de la educacion en Brasil : el enfoque de Fundescola Aprimoramento das escolas e do ensino no Brasil : a abordagem da Fundescola

Horn, Robin
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
36.3%
Public primary schooling in Brazil is the responsibility of state and municipal governments and not under the direct jurisdiction of the federal Ministry of Education. As a consequence, when the federal government wants to improve the quality of schooling, it has neither the mandate nor the capacity to work directly with the country's 184,800 public schools, serving 44 million children. Instead, the Ministry has to mobilize the 27 state-level governments and 5,561 municipal governments to undertake the desired reforms and improvements. The School Improvement Program, designed to address these concerns, consists of three projects. The first, Fundescola I (US$125 million), approved in April 1998, was designed to develop an initial set of school-based instruments and support structures to improve school equity and effectiveness and to increase public awareness around the issue of school quality.. The second project, Fundescola II (US$400 million) , approved in June 1999, focused on improving and expanding the set of tools developed in the first phase...

Girls’ Education : The Role of Educational Policies in Mauritania and Guinea; La scolarisation des filles: le role politiques d'enseignment en Mauritanie et en Guinee

Maiga-Toure, Aminata
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
36.28%
This article analyzes the role of educational policies as a success factor for girls' education and focuses in two countries, Mauritania and Guinea, that have successfully addressed this issue. It also briefly mentions the current situation in Burkina Faso and Mali. The key objective of this research effort was to understand and explain the practices that help girl students to succeed in school, and the underlying circumstances. The research revealed that the problems and successes of girls' schooling are part of a whole dynamic, in which socio-cultural, school and institutional factors overlap and interact.

The Right Skills for the Job? Rethinking Training Policies for Workers

Almeida, Rita; Behrman, Jere; Robalino, David
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
Tipo: Publications & Research :: Publication; Publications & Research
EN_US
Relevância na Pesquisa
36.44%
This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET...

Uruguay : Income Transfer Policies in Uruguay, Closing the Gaps to Increase Welfare

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Economic & Sector Work :: Other Social Protection Study; Economic & Sector Work
ENGLISH; EN_US
Relevância na Pesquisa
36.19%
Uruguay's Government is currently analyzing several reform strategies for the social sectors. These include a health reform, the introduction of a new poverty alleviation program, possible changes in pensions and unemployment insurance, and also a tax reform, that impacts the income transfer policies in several aspects. The purpose of this report is to contribute to the debate around the design of the income transfer policies for the medium and long term. The report is divided in five sections. Section two presents the conceptual discussion; section three describes the current policies, including an assessment of coverage, impacts, and fiscal effects. The fourth section presents a simulation to assess the potential impacts of the new Plan de Equidad, and the fifth section discusses conclusions and the central challenges for the future.

Poverty, AIDS, and Children's Schooling : A Targeting Dilemma

Ainsworth, Martha; Filmer, Deon
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN
Relevância na Pesquisa
36.17%
The authors analyze the relationship between orphan status, household wealth, and child school enrollment using data collected in the 1990s from 28 countries in Sub-Saharan Africa, Latin America, the Caribbean, and one country in Southeast Asia. The findings point to considerable diversity—so much so that generalizations are not possible. While there are some examples of large differentials in enrollment by orphan status, in the majority of cases the orphan enrollment gap is dwarfed by the gap between children from richer and poorer households. In some cases, even non-orphaned children from the top of the wealth distribution have low enrollments, pointing to fundamental issues in the supply or demand for schooling that are a constraint to higher enrollments of all children. The gap in enrollment between female and male orphans is not much different than the gap between girls and boys with living parents, suggesting that female orphans are not disproportionately affected in terms of their enrollment in most countries. These diverse findings demonstrate that the extent to which orphans are under-enrolled relative to other children is country-specific...

The (Positive) Effect of Macroeconomic Crises on the Schooling and Employment Decisions of Children in a Middle-Income Country

Schady, Norbert R.
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.23%
The impact of macroeconomic crises on parents' investments in the human capital of their children is a widely contested issue. The author analyzes the effects of the profound macroeconomic crisis in Peru in 1988-92 on the schooling and employment decisions made by urban school-age children. He arrives at two basic findings: First, the crisis had no effect on the attendance rates of school-age children. But the share of children who were both employed and in school fell significantly during the crisis. Second, mean educational attainment was significantly higher for children who were exposed to the crisis than for those who were not. THe author argues that these findings may be related: children who are not employed have more time available and may therefore put more effort into school. He concludes with a discussion of the implications of his findings for the design of appropriate social protection policies.

Cote d'Ivoire : Teacher Policies 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
36.19%
Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER - teachers' collects data on ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. SABER - teachers analyzes the teacher policy data collected to assess each education system s progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...

Políticas, processos e práticas de decisão curricular na avaliação das aprendizagens no Instituto Superior de Ciências da Educação de Benguela da Universidade Katyavala Bwila de Angola; Policies, processes and curricular decision procedures about learning evaluation in Instituto Superior de Ciências da Educacão de Benguela of University Katyavala Bwila of Angola

Bendrau, Carla Marlene Carvalho Évora
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 26/02/2015 POR
Relevância na Pesquisa
36.22%
Tese de Doutoramento em Ciências da Educação (área de especialização em Desenvolvimento Curricular).; A educacao representa um dos pilares de desenvolvimento de qualquer sociedade, pelo que 0 investimento na sociedade representa um investimento na educacao. Genericamente, podemos dizer que uma das apostas de qualquer pais passa necessariamente pelo desenvolvimento desse setor. E também com este intuito que as instituicoes educativas tém vindo a apostar cada vez mais fortemente na qualificacao dos seus quadros, bem como no desenvolvimento da sua qualidade. Um dos importantes dominios da educacao é a avaliacao, sendo-lhe a ela atribuida a responsabilidade de selecionar os individuos, para que os mais preparados possam aceder aos melhores empregos, as melhores oportunidades, atendendo a que se entende que estao melhor preparados. Esta avaliacao assume, entao, um papel muito importante nestes dominios, podendo ser considerada como uma espécie de “crivo”. A investigacao que ora apresentamos visou compreender de que modo se articulam as politicas de avaliacao das aprendizagens com os processos e as praticas de decisao curricular no Instituto Superior de Ciéncias da Educacao (ISCED) de Benguela da Universidade Katyavala Bwila (UKB) de Angola e para tal estudamos as formas de articulacao entre as politicas...

Políticas de escolarização e governamentalidade nas tramas do capitalismo cognitivo: um diagnóstico preliminar; Schooling policies and governmentality in the schemes of cognitive capitalism: a preliminary diagnostic

Silva, Roberto Rafael Dias da
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/09/2013 POR
Relevância na Pesquisa
66.62%
O presente ensaio pretende constituir um diagnóstico preliminar das políticas de escolarização e governamentalidade produzidas nas tramas políticas e econômicas do estágio atual do desenvolvimento capitalista. Partindo de uma revisão dos modos de constituição das políticas de escolarização produzidas pelo estado moderno, interessa, desde uma inspiração nos estudos foucaultianos produzidos no final da década de 1970, caracterizar as diferentes estratégias reguladoras dos processos de escolarização em massa produzidos desde o século XVIII e diagnosticar os múltiplos deslocamentos nessas pautas políticas na contemporaneidade. A partir de uma leitura sociológica, apresentam-se algumas mudanças nos sentidos educacionais fabricados pela sociedade industrial, na direção de uma educação flexível e interativa. Entende-se que as condições do capitalismo cognitivo, tal como esse cenário tem sido nomeado pelos economistas neomarxistas italianos, sugerem um cenário no qual o conhecimento assume o lugar de vetor das inovações e das dinâmicas produtivas, desestabilizando o modelo da fábrica e imaterializando as relações de trabalho. As políticas de escolarização passam a ser movidas por tecnologias otimizadoras que privilegiam conduzir os sujeitos escolares a estágios elevados de desempenho...

A educação escolar nas prisões: uma análise a partir das representações dos presos da penitenciária de Uberlândia (MG); Incarcerated schooling: an analysis based the representations of prisoners from the the prison of Uberlandia (MG)

Oliveira, Carolina Bessa Ferreira de
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf; application/pdf
Publicado em 01/12/2013 POR; ENG
Relevância na Pesquisa
36.3%
This paper results from a thesis whose title is Beyond the class cells: schooling in the incarcerated context in the light of the representations of prisoners from the prison of Uberlandia - Minas Gerais (MG), developed between 2010 and 2012, in the Education graduate program at the Federal University of Uberlandia. The purpose of this paper is to think about the schooling prescribed and instituted in an incarcerated context, based on a contextualized analysis of representations of prisoners from the prison of Uberlandia (MG). The aim is to contribute with the understanding of the limits and possibilities of school education in the prisons. Utilizing a qualitative and participative method of research, whose core is a bibliographical, documental and field investigation, the paper intends to problematize the official speech and the reality faced by the prisoners. The research subjects were selected at random, based on security criteria set by the prison´s head office. Data were collected by means of semi-structured interviews and a focus group. The results achieved show that the current scenario of schooling in the prisons has several fragilities, not only because it reaches a small number of prisoners in Brazil but mainly because the possibility of having an effective educational action in the prisons is sustained...