Scores of the school experience. Uses and meanings of writing in secondary schools within Santa Fe Penitentiary Units.

Abstract

In this paper we explore some of the writing practices documented in the classroom context of two secondary schools for adults (EEMPA) that operate within two penitentiary units belonging to the Santa Fe Penitentiary System (SPSF): Penitentiary Unit N°1 (UP N°1), located in the town of Coronda, and Penitentiary Unit N ° 3 (UP N°3), located in the macro-centre of the city of Rosario. We will identify some "uses" and meanings of the written word, mediated by the transmission and construction of school knowledge, which allows us to glimpse its bounds with extracurricular processes, linked to the students daily life in penitentiary institutions. 

We analyze how the use of the written word for the creation of the school notebook constitutes an element of particular significance for the school experiences in relation to certain characteristics that imply serving the sentence of imprisonment in Santa Fe. Since social learnings that circulate in the classroom are acquired as objects of knowledge from their inscription in school notebooks, this object -in which multiple meanings, practices, interactions and processes of the studied educational context converge- constitutes a privileged attribute of each teaching process. It guarantees the promotion and certification of the school cycles and a record of intermittent school experiences, interfered and restricted by certain prison dynamics. A kind of school experience score for young and adult people, assembled in the course of their pathways and imprisonment time.