O ENSINO DE MATEMÁTICA NA EDUCAÇÃO PRISIONAL: UMA REVISÃO INTEGRATIVA COM FOCO NA EDUCAÇÃO DE JOVENS E ADULTOS FASE 1
Monica Gisele da Silva, Priscilla Carvalho Guimarães Monteiro, Elis Maria Teixeira Palma Priotto, Susimeire Vivien Rosotti de Andrade, Luciana Del Castanhel Peron da Silva, Rhuan Guilherme Tardo Ribeiro
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Source: Crossref
Published: Oct 15, 2026
DOI: 10.51891/rease.v12i10.30176
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This integrative review article investigates the challenges and possibilities of teaching Mathematics in Youth and Adult Education (EJA) Phase 1 of Elementary Education within the prison context. The methodology followed the stages of an integrative review, with a survey conducted in the Brazilian Digital Library of Theses and Dissertations and the Capes Theses and Dissertations Catalog, covering the period from 2016 to 2026, resulting in the analysis of eight master's dissertations. The findings highlight recurring institutional and pedagogical challenges, such as a lack of teaching materials, the absence of adequate learning spaces, security restrictions, insufficient teacher training, and educational trajectories marked by school failure. On the other hand, the studies reveal possibilities when pedagogical practice values prior knowledge and life experiences through methodologies such as Mathematical Modeling, the Three Pedagogical Moments, Financial Education, and Critical Mathematics Education. However, none of the analyzed studies specifically addressed Phase 1 of prison-based Youth and Adult Education, revealing a significant gap in the academic literature.
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