Pedagogical-anthropological perspective and prison teacher training. A key to reading

Abstract

Teaching professionalism in “unusual” school settings has a chance to redeem more the anthropological dimension of the teaching peer, of the protagonism of the student-adult-prisoner in the learning process. The prison teacher is the expression of an “anthropological prosperity” based on the hospitality of otherness and the texture of ethical-educational working relationships, which enable the transformation of working contexts into communities of “care”. In this sense, the contribution intends to walk the path of an anthropological-institutional metamorphosis of the teaching profession, within the educational institution in prison, which, arising from a moment of profound crisis, traces in the “competencies of the human” the model of connection, on the one hand, with the prison context, on the other hand, with the needs of inclusion of contemporary society.