The “sources” of a penitentiary pedagogy for the education of the prison educator

Abstract

Following the recommendations of the Budget Law n. 205 of 27 December 2017, paragraphs 594-601, and according to the theses of lifewide (-deep) learning, it is necessary to revisit the role and training of the prison educator and, above all, the “sources”, as J. Dewey teaches, of a penitentiary pedagogy that has inspired both the methodology and the theory. This article seeks to expound the historical-theoretical theses of the educational sciences to construct a curriculum that is both inter-disciplinary (including sociology, psychology, juridical and criminological disciplines) and intradisciplinary (through adult education, intercultural and social pedagogy, clinical pedagogy, etc.), and that includes the general pedagogical vision and the re-educational characteristics of the figure of the prison educator. The repercussions of this epistemological reflection will hopefully contribute to the structure of university and post-university formative paths, in the best possible way.