Más Allá de los Muros: Sistematización de Experiencias Educativas en la EPJA en Centros Penitenciarios

Abstract

This study focuses on the systematization of educational experiences in Education for Youth and Adults (EPJA) in the PCEI Educational Unit of Pichincha (CPL) No. 3, located in Chillogallo. The general objective is to reconstruct the teachers' testimonies from the categories derived from the axes of systematization in a context of confinement. To do this, it was based on the liberating education of Paulo Freire (1970), considering the modalities of andragogy (Adam, 1977) and Education for Youth and Adults (EPJA), together with the analysis of social reality (Berger and Luckmann, 1968) and Maslow's (1991) humanistic perspective on motivation and self-actualization. That is why the study adopts a qualitative approach under the socio-critical paradigm, using Jara's (2018) systematization of experiences as a method. The techniques used included semi-structured interviews and discourse analysis (Labov, 2003). The results revealed two significant experiences based on innovative andragogical strategies developed by teachers, and learning achievements reflected in the personal and social growth of the students. It is concluded that the education of adults in a situation of confinement faces great challenges due to the scarcity of resources and programs, but teachers and students manage to build significant learning processes that promote improvements at both a personal and social level.