<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000200107</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i57.5339</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;VI MUITOS ROSTOS PARECIDOS COM O MEU&#8221;: OUTROS CAMINHOS PARA A FORMAÇÃO CONTINUADA NAS PRISÕES]]></article-title>
<article-title xml:lang="en"><![CDATA["I SAW MANY FACES LIKE MINE": OTHER PATHS TO CONTINUING EDUCATION IN PRISONS]]></article-title>
<article-title xml:lang="es"><![CDATA["VI MUCHAS CARAS PARECIDAS A LA MÍA": OTROS CAMINOS DE LA EDUCACIÓN PERMANENTE EN LAS CÁRCELES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves-Bomfim]]></surname>
<given-names><![CDATA[Vanessa Martins Farias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Gehysa Lago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos-de-Souza]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000200107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A Constituição brasileira ampara nossas aspirações enquanto sociedade fundada no estado democrático de direito, ao tempo em que promove o avanço social com respeito aos direitos fundamentais à dignidade humana. Nesse sentido, os espaços de privação de liberdade deveriam buscar um ideal socializador e humanizador, a partir da garantia de direitos. No entanto, as prisões, ainda, constituem um universo marcado por ausências, ambivalências e contradições de uma sociedade cujo poder político e econômico ignora e exclui as pessoas mantendo-as em situação de vulnerabilidade. Este artigo pretende problematizar o processo de formação continuada realizado com os docentes que atuam no sistema prisional, analisando a formulação de outras pedagogias para outros sujeitos. Para tanto, desenvolveu-se uma pesquisa a partir dos preceitos da pesquisa (auto)biográfica, cujos aspectos subjetivos e o lugar de fala desses atores são de grande relevância, buscando-se as intercessões entre as histórias narradas e contexto social no qual vivem. Como resultado, as docentes entrevistadas permitiram perceber os processos de reconhecimento, identidade, conflito e pedagógicos envolvidos na educação nas prisões e concluise pela necessidade de aprofundamento e desenvolvimento de ações que reconheçam a complexidade dos processos educativos dos profissionais que lidam diariamente com a realidade do cárcere.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Brazilian Constitution supports our aspirations as a society based on the democratic rule of law, promoting social progress with respect for fundamental rights and human dignity. In this sense, places of deprivation of liberty should seek a socializing and humanizing ideal based on the guarantee of rights. However, prisons are still a universe marked by the absences, ambivalences, and contradictions of a society whose political and economic power ignores and excludes people, keeping them in a situation of vulnerability. This article aims to problematize the process of training carried out with teachers who work in the prison system, analyzing the formulation of other pedagogies for other subjects. To this end, we carried out a study based on the precepts of (auto)biographical research, in which the subjective aspects and the place of speech of these actors are of great importance, seeking the intercessions between the stories narrated and the social context in which they live. As a result, the teachers interviewed allowed us to perceive the processes of recognition, identity, conflict, and pedagogy involved in prison education, and we conclude that there is a need to deepen and develop actions that recognize the complexity of the educational processes of professionals who deal with the reality of prison daily.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Constitución brasileña respalda nuestras aspiraciones como sociedad fundada en el estado democrático de derecho, promoviendo al mismo tiempo el progreso social con respeto a los derechos fundamentales y a la dignidad humana. En este sentido, los lugares de privación de libertad deben buscar un ideal socializador y humanizador, basado en la garantía de los derechos. Sin embargo, las prisiones siguen siendo un universo marcado por las ausencias, ambivalencias y contradicciones de una sociedad cuyo poder político y económico ignora y excluye a las personas, manteniéndolas en situación de vulnerabilidad. Este artículo pretende problematizar el proceso de formación continua realizado con los profesores que trabajan en el sistema penitenciario, analizando la formulación de otras pedagogías para otros sujetos. Para ello, realizamos un estudio basado en los preceptos de la investigación (auto)biográfica, en la que los aspectos subjetivos y el lugar de habla de estos actores son de gran importancia, buscando las intercesiones entre las historias narradas y el contexto social en el que viven. Como resultado, los profesores entrevistados nos permitieron percibir los procesos de reconocimiento, identidad, conflicto y pedagogía involucrados en la educación carcelaria, y concluimos que es necesario profundizar y desarrollar acciones que reconozcan la complejidad de los procesos educativos de los profesionales que lidian cotidianamente con la realidad carcelaria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[EJA nas prisões]]></kwd>
<kwd lng="pt"><![CDATA[Educação emancipadora]]></kwd>
<kwd lng="pt"><![CDATA[Narrativa (auto)biográfica.]]></kwd>
<kwd lng="en"><![CDATA[Lifelong Learning]]></kwd>
<kwd lng="en"><![CDATA[EJA in prisons]]></kwd>
<kwd lng="en"><![CDATA[Emancipatory education]]></kwd>
<kwd lng="en"><![CDATA[(Auto)biographical narrative.]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[EJA en prisiones]]></kwd>
<kwd lng="es"><![CDATA[Educación emancipadora]]></kwd>
<kwd lng="es"><![CDATA[Narrativa (auto)biográfica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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