Education in the context of punitive confinement. Critical education as a tool in the construction of subjectivity in individuals deprived of their liberty

Abstract

This article seeks to analyze how the education of subjects serving sentences in penitentiary institutions can positively modify aspects of their subjectivity. In particular, we focus on showing the opportunity of critical education in contexts of confinement and its effect on the development of the subject to overcome the inequality imposed by the system. We understand the concept of subjectivity according to Félix Guattari's proposal, that is, as a collective and social production or fabrication, and to Michel Foucault's idea of critical thinking and education, which question the logics of domination and control through the legitimate use of reason. Therefore, the objective is to raise the importance of the construction and relevance of critical education in contexts of confinement, specifically in penitentiary institutes, as a tool for healthy subjectivity, which enables their social insertion and, from this, creates spaces for collective action that support and accompany such insertion. For data and statistics, we have used the Province of Buenos Aires prisons and general data of Argentina, such as the study carried out at UPN.º 6 (2020).