Caracterización del componente de seguimiento a egresados del modelo educativo para el sistema penitenciario y carcelario colombiano, desde la experiencia de pospenados de la cárcel “La Modelo”

Abstract

The objective of this qualitative exploratory research was to characterize the component of follow-up of graduates (proposed in Guide No. 34 for institutional improvement of the Ministry of National Education) of the Educational Model for the Colombian Penitentiary and Prison System, having as its main reference the experiences of three post-convicts from the "La Modelo" prison and institutional information from INPEC. The research process was based on the qualitative methodology presented by Sandoval (1996) and Hernández (et al., 2014), with which four phases were established; the first corresponds to the formulation of the research, carrying out a review of documents and theoretical references that led to the approach to the subject; in the second, data collection techniques and instruments were defined and convenience sampling was established; in the third phase, the analysis and contrast of the information was carried out; and, during the fourth phase, the characterization of the graduate follow-up component was made through the writing of the final text. This research allows us to explore some of the actions carried out by INPEC agents in the follow-up of graduates (post-convicts) of the institutional educational model and the functionality of the institutional programs for this purpose in the "La Modelo" prison, describing the relationship between the management of educational processes and prison management, strongly affected by the prison context. Where, from the experience of the post-convicts, there is no management of the relations between pedagogy, administration and legal and political aspects, since the punitive logic prevails, preventing education from fulfilling the resocializing purpose assigned by the State and affecting people in their quality as post-convicts, as they do not find effective support to integrate into society and continue with their formal education. In the same way, the pedagogical actions carried out for academic follow-up depend strongly on prison dynamics such as the power relations between the monitors, the custodial body, the administrative staff and the persons deprived of liberty, their state of mind and the benefits of the study sentence (reduction of sentence).