PEDAGOGY FOR HOPE IN A CONTEXT OF INCARCERATION

Abstract

Social exclusion of those deprived of liberty is kind of condition that historically has meant rights violation, for some people who due to their educative status and level of illiteracy, can be identified that they come from violence and poverty environments. This educational environment deserves to be analyzed according to different levels offered by the Penitentiary School, however, the interest of in this research focuses on university education, which for the first time is offered inside the penitentiary environment in a joint effort between Dirección General de Centros Penales (DGCP), the Oficina  de las Naciones Unidas contra la Droga y el Delito (UNODC) and the Universidad Cristiana de las Asambleas de Dios (UCAD). Although, it represents an educational opportunity for the private of liberty population, it has its particularities that are worth reflecting on. Therefore, this article seeks to understand the configurations the actors construct about their educational reality, based on the Pedagogy of Hope, in order to understand their human existence in a concrete reality; and the Pedagogy of Otherness, a theory that opens the possibility of recognition of the other in all its ontological essence. The methodological approach is oriented towards symbolic interactionism to gather information on the bases of these dimensions: contextual perception of the educational action in which they participate and expectations in  university  academic  studies.  The  findings  of  this  pedagogical  reality  enable the discussion on the redefinition of education I the context of confinement with humanizing purposes.