Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Prison often tends to frustrate teachers' aspirations to a quality educational process that promotes inclusion in a context characterized by anonymization, infantilisation, vulnerability and marginalization. The combination of education and experience represents a fundamental theoretical construct in adult education and calls into question strategic professional competences of an andragogical nature. The enhancement of previous experience and the experiential dimension of training find an essential challenge in the penitentiary context. To this end, this paper presents the findings of a research-training project, aimed at teachers within Provincial Centres for Adult Education (CPIA) operating in prison branches. The objective of the study was to develop training courses grounded in biographical reflexivity of a transformative type, designed to enhance the life experiences of learners through methodologies of personalization of teaching.
