Cartografias do livramento: o que pode um professor de filosofia na escola da prisão?

Abstract

This research carries out a philosophical cartographic mapping following the question route: what can a philosophy teacher do in a prison school? Firstly, we present what was carried in our pocket as a compass for carrying out the research: the cartographer's manual - which contains an impulse (to inhabit the in-between territories), a criterion (to think about the paths), a principle (experiencing events), a rule (mapping the unpredictable) and a concern (intensifying gaps and ruptures). In a second moment, we present what was created during the research: the logbook - which contains notes on the spatial territories of the prison as a social heterotopia (surveillance space, containment space and extermination space), notes on the temporal territories of the prison school as a social heterochrony (imprisoned time, free time and opportune time) and notes on the actional territories of philosophy as a human heterodrasia (loving action, engaged action and applied action), and also biographemes with everyday events, personal expressions and professional postures and diagrams of movement and attention with power points, lines and plans. In a third moment, we present what was thought at the end of the research: the final report - which contains possible developments for senses experienced (movement, escape, deliverance, improvisation, and life) for another way of teaching philosophy in the prison school. This is a research carried out by a researcher-teacher-philosopher that consists of a theoretical and practical study carried out through conceptual investigation in different bibliographical sources and real-life experience in different prison educational establishments.