Educational resocialization and recidivism prevention: Teachers' perceptions in a prison context
DOI:
https://doi.org/10.5281/zenodo.22822161Keywords:
educational resocialization, recidivism, social reintegrationAbstract
Educational resocialization is a fundamental component of prison treatment and social reintegration processes. Within this framework, the study aimed to analyze teachers' perceptions of the Alternative Educational Resocialization Program (PARE), a strategy designed to prevent recidivism within the Peruvian prison system. The research adopted a qualitative, interpretive approach and involved seven teachers from a Technical-Productive Education Center (CETPRO) located within a correctional facility. Data collection methods included semi-structured interviews, field notes, and direct observation. Subsequently, the data were examined using thematic analysis. The results revealed that teachers view educational resocialization as a strategy with preventive potential, as it fosters technical-productive training, the development of prosocial habits and values, and the rebuilding of life plans. However, they also highlighted persistent institutional, logistical, and pedagogical limitations. Furthermore, they noted that the participation of incarcerated individuals (PPL) can be influenced by their desire to access prison benefits. In conclusion, PARE is a strategy with the potential to contribute to the resocialization and social reintegration of incarcerated individuals. Nevertheless, achieving a more sustainable impact requires strengthening institutional and pedagogical conditions, as well as fostering active, committed participation that is less dependent on external incentives.
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