Publication: Educación y comunicación en clave docente en las prisiones españolas. Estudio de caso del Centro Penitenciario de Ponent, Lleida
Loading...
Official URL
Full text at PDC
Publication Date
2021-06-29
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
Las instituciones penitenciarias siguen siendo un marco opaco y desconocido para el conjunto de la sociedad. Conocer la labor de los profesionales, la situación de los internos y los objetivos del sistema penitenciario son fundamentales para entender la finalidad de las prisiones españolas y la importancia de la formación y el tratamiento penitenciario. La docencia en las prisiones es una herramienta indispensable para la reinserción y la reeducación de los internos, permitiéndoles regresar en sociedad en las mejores condiciones posibles. La falta de interés por aprender y el poco conocimiento sobre las ventajas de formarse llevan a la población reclusa a participar de forma reducida en las actividades formativas, desaprovechando la oportunidad que les brindan las instituciones penitenciarias. Entendiendo la baja participación y la falta de motivación por el aprendizaje como una problemática social, se pretende aprovechar la comunicación en clave docente como un recurso más al alcance de los profesionales. De este modo, la presente investigación pretende dar a conocer la realidad –en términos formativos – en los centros penitenciarios mediante un caso de estudio con la finalidad de proponer mejoras comunicativas que incrementen los datos de participación en la formación. Bajo una perspectiva cualitativa y con las aportaciones de una muestra compuesta por profesionales e internos, el caso de estudio se basa en el Centro Penitenciario de Ponent. Las entrevistas semi-estructuradas muestran el contexto docente que reflejan las experiencias de los entrevistados, permitiendo analizar sus aportaciones y detectar aquellas necesidades que la comunicación en clave docente puede paliar. El trabajo concluye con la importancia de utilizar la comunicación en clave docente como solución factible a la baja participación de los internos e insta a las instituciones universitarias y penitenciarias a proseguir con la investigación para contribuir en el desarrollo de conocimiento de un marco todavía por explorar.
Penitentiary institutions continue to be an opaque and unknown framework for society. Knowing the work of professionals, the situation of inmates and the goals of the correctional system are essential to understand the purpose of Spanish prisons and the importance of training and prison treatment. Teaching in prisons is an indispensable tool for the reintegration and re-education of inmates, allowing them to return to society in the best possible conditions. The lack of interest in learning and little knowledge about the advantages of training lead the prison population to participate in a limited way in training activities, wasting the opportunity that penitentiary institutions offer them. This paper intends to take advantage of communication, in a teaching tuning, as another resource available to professionals, understanding low participation and lack of motivation for learning as a social problem. In this way, this research aims to show the reality in prisons – in training terms – through a case study to propose communication improvements that increase the data on participation in the training process. Within a qualitative perspective and with the contributions of a sample made up of professionals and inmates, the case study is based on the Ponent Penitentiary Center. The semi-structured interviews show the teaching context that reflects the experiences of the interviewees, allowing to analyse their contributions and detect those needs that communication, in the teaching tuning, can ease. The work concludes with the importance of using communication in a teaching tuning as a feasible solution to the low participation of inmates and urges universities and prison institutions to continue with the research to contribute to the development of knowledge of a framework still to be explored.
Penitentiary institutions continue to be an opaque and unknown framework for society. Knowing the work of professionals, the situation of inmates and the goals of the correctional system are essential to understand the purpose of Spanish prisons and the importance of training and prison treatment. Teaching in prisons is an indispensable tool for the reintegration and re-education of inmates, allowing them to return to society in the best possible conditions. The lack of interest in learning and little knowledge about the advantages of training lead the prison population to participate in a limited way in training activities, wasting the opportunity that penitentiary institutions offer them. This paper intends to take advantage of communication, in a teaching tuning, as another resource available to professionals, understanding low participation and lack of motivation for learning as a social problem. In this way, this research aims to show the reality in prisons – in training terms – through a case study to propose communication improvements that increase the data on participation in the training process. Within a qualitative perspective and with the contributions of a sample made up of professionals and inmates, the case study is based on the Ponent Penitentiary Center. The semi-structured interviews show the teaching context that reflects the experiences of the interviewees, allowing to analyse their contributions and detect those needs that communication, in the teaching tuning, can ease. The work concludes with the importance of using communication in a teaching tuning as a feasible solution to the low participation of inmates and urges universities and prison institutions to continue with the research to contribute to the development of knowledge of a framework still to be explored.
Description
Parcialmente publicado en:
BERCIANO JIMÉNEZ, D. (2021). La comunicación en el tratamiento penitenciario: estudio de caso de la Penitenciaría de Ponent, Lleida. Mediaciones Sociales, vol. 20, e77847. https://doi.org/10.5209/meso.77847