No abstract

Reeducating, rehabilitating and reintegrating the prisoner into society is one of the objects of Youth and Adolescent Education (EJA) within the prison units in Brazil. In this context, education itself can be an essential factor in achieving such success. To show that knowledge is naturally a power of access and inclusion, since it contributes to a better understanding of social phenomena and provides citizens with autonomy so that they can better express their opinions, their views and views of the world and be able to making people heard, defending their interests and seeking the resolution of their problems, meeting their needs for participation in different spheres of activity in the world of work or school, in the community. If we think of education as a factor of inclusion and an opportunity to change reality, EJA must contemplate in its objectives as a school a pedagogical epistemology that can stimulate re-socialization and emancipation through knowledge. Thus, the objective of this article is to carry out an epistemological investigation and to draw some conclusions regarding the pedagogical field in relation to students deprived of their liberty in the 6th RISP prison units, located in the southern region of Minas Gerais.

O uso do ambiente virtual moodle no ensino profissionalizante sobre vinhos: é possível implementar?The use of the virtual moodle environment in professionalizing teaching about wines: is it possible to implement?