Aprendizaje con tecnologías digitales en prisión: una revisión sistemática

Autores/as

  • Rita Barros Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal; Research in Education and Community Intervention - RECI, Piaget Institute, Vila Nova de Gaia, Portugal http://orcid.org/0000-0002-3596-9992
  • Angélica Monteiro Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal; http://orcid.org/0000-0002-1369-3462
  • Carlinda Leite Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal http://orcid.org/0000-0001-9960-2519

DOI:

https://doi.org/10.1344/der.2023.43.1-17

Palabras clave:

educación penitenciaria, inclusión digital, tecnologías digitales, aprender en línea, revisión sistemática

Resumen

Los desafíos de una sociedad basada en el conocimiento requieren el desarrollo de habilidades digitales reconociendo el potencial del aprendizaje apoyado en tecnologías. Dentro de este alcance, y con base en investigaciones publicadas durante la última década, se realizó una revisión de alcance de 66 artículos para crear un marco derivado de la literatura existente para analizar enfoques para identificar puntos de vista sobre el aprendizaje apoyado por tecnologías digitales en entornos penitenciarios. Los resultados permitieron tanto presentar una perspectiva evolutiva del estado del arte de las tecnologías digitales en la educación penitenciaria como identificar cuatro miradas: Técnica, Humanística, Normativa y Organizacional y Comunitaria. Estas visiones y el reconocimiento crítico del enfoque que las sustenta pueden contribuir a comprender caminos complementarios para alcanzar las metas políticas recomendadas para la educación penitenciaria contemporánea, poniendo el foco en la promoción de condiciones de aprendizaje a lo largo de la vida acordes con los desafíos del siglo XXI.

Biografía del autor/a

Rita Barros, Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal; Research in Education and Community Intervention - RECI, Piaget Institute, Vila Nova de Gaia, Portugal

Professor at Piaget Institute. PhD in Educational Sciences at University of Santiago de Compostela (Spain). Graduation and Master's Degree in Psychology at FPCEUP (Faculty of Psychology and Educational Sciences, University of Porto, Portugal). Specialist in Educational Psychology and Clinical and Health Psychology by Portuguese Psychologists Order. Research Member at Research in Education and Community Intervention and collaborator at Center for Health Technology and Services Research (University of Porto). She is conducting post-doctoral research at the Center for Educational Research and Intervention (CIIE) at FPCEUP. Her research interests focus on adult development, learning, and training, including issues of innovative teaching-learning methodologies and digital literacy.

Angélica Monteiro, Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal;

PhD in Educational Sciences. Master in Multimedia at University of Porto. Researcher at CIIE -Centre for Research and Intervention in Education.  She has wide-ranging experience and expertise in participating in collaborative research and networks in technology and education. Her research interests focus on adult education, digital literacy, social inclusion and prison education. She coordinates international projects in digital literacy and social inclusion and is the author of several books and articles.

Carlinda Leite, Centre for Research and Intervention in Education – CIIE, Faculty of Psychology and Education Sciences – University of Porto, Porto, Portugal

Full Professor at the University of Porto - Faculty of Psychology and Educational Sciences, Portugal - and senior researcher at CIIE (Centre for Research and Intervention in Education), serving as President of the Ethics Committee and co-chairing the research community Curriculum, Evaluation, Teacher Education and Educational Technologies (CAFTe). She has coordinated several projects in teacher training, evaluation and in curriculum studies and is the author of several articles.

 

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Publicado

2023-06-30

Número

Núm. 43 (2023): Number 43, June 2023

Sección

Artículos revisados por pares

Licencia

Derechos de autor 2023 Digital Education Review

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