Neuropsychogenesis of learning and restorative justice in prison education

DOI: https://zenodo.org/records/17100197

Abstract

This article analyzes the interrelations between the neuropsychogenesis of learning, prison education, and restorative justice practices in contexts of deprivation of liberty, from a human rights perspective. This is a qualitative, bibliographical, and documentary research that understands the educational process in prison environments as being deeply impacted by neurobiological, emotional, and social factors. Based on the theories of Luria, Damasio, and Paula on cognition, and the restorative approaches of Howard Zehr and Hannah Arendt, the study proposes that the articulation between restorative practices and neuropsychopedagogical principles can enhance learning, belonging, and identity reconstruction among incarcerated individuals. The article also discusses the importance of integrated public policies involving education, justice, and health to promote humanized educational environments founded on active listening and human dignity. The results revealed that school exclusion, family neglect, social violence, and the lack of effective public policies directly affect the learning process; the use of standardized instruments has proven effective in identifying behavioral and emotional changes in children and adolescents; and the connection between cognition, affectivity, and the environment is crucial to fostering meaningful learning. The conclusion was that learning for those deprived of liberty cannot be dissociated from their respective life stories; there is a vast field of pedagogical possibilities that intersects the foundations of neuropsychogenesis with restorative justice practices; and these two topics are important for teacher training focused on the specificities of prison education.