Teachers, teaching and learning in prison educational contexts: a review of the literature

Abstract

In order to identify the current state of knowledge about the knowledge and competencies of teachers working in prison settings, a systematic review of the literature was carried out, using the PRISMA 2020 methodological structure. Nine articles comprising the core of the research were selected. The search included theoretical and empirical publications published between 2012 and 2023 in the Scopus, Web of Science and SciELO databases. Two emerging categories were established from the analyzed research: differential educational dynamics, knowledge and competencies. The findings provide a theoretical confirmation that teachers present strengths in knowledge, but lack the necessary pedagogical competencies to guide social reintegration processes in a pertinent manner. From this perspective, it is concluded that the competencies that teachers must employ in prison schools are, so far, fragile.