Resumo

CARRASCO AGUILAR, Claudia; BARRERA SAGREDO, Waleska  e  RAMOS CONCHA, Gabriel. Coexistence in contexts of enclosure: Significance in a school in Chile. Sinéctica [online]. 2021, n.57, e1289.  Epub 21-Fev-2022. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2021)0057-017.

School coexistence is a concept that has been defined in multiple ways, generating contradictions and ambiguities in its understanding. In the attempt to agree on a definition, conceptual gaps appear to understand the phenomenon in marginalized environments, where the scientific production is scarce, such as educational centers in prison contexts. With the purpose to analyze the meanings of school coexistence in workers inside a school prison in Chile, a phenomenological qualitative study is performed in a public administration penitentiary educational center, through in-depth interviews directed to six teachers and a prison guard, who serves as a support staff. The analysis was performed by the constant comparison method. The results show meanings of school coexistence associated with respect and participatory-democratic, formative, and disciplinary coexistence approaches. These results are discussed referring to the respect as human dignity, democratic participation, and institutional complexity, debating about imprisonment, and the possibilities of developing a pedagogization process in confinement contexts.

Palavras-chave : respect; human dignity; adult education; prison; imprisonment.

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