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During the first decade of the 21st century, São Paulo's State Government, in Brazil, promoted the construction of a series of schools designed by different local architectural firms, using a system of prefabricated pieces that allowed adapting the projects to the sites and demands of each region, keeping the budget under control. This initiative allowed building dozens of buildings, relieving the school deficit of the most impoverished regions of the state and promoting the construction of public buildings with great social impact by a whole generation of architects. This paper presents the Prefabricated Schools Program guidelines, promoted by the Foundation for the Development of Education (FDE, in Portuguese) illustrating it with seven projects that showcase the architectural richness achieved by the firms. [ABSTRACT FROM AUTHOR]

The current paper intends to consider the role of schools in prison. Its aim is not only to understand how students and teachers see it, but also try to find ways of improving the quality of life for those deprived of freedom. The nature of the study is qualitative. The subjects of the study are teachers and students in a penitentiary school in the State of São Paulo/Brazil. Methodological procedures used for data collection were observation, informal conversations, and interviews. Data analysis of the study conducted was based on authors working on this theme in Latin America. This study demonstrates that the school is an effective space for socialization, identity construction and learning, therefore fulfilling its most important role of knowledge, culture, and reality intermediation, offering possibilities of preserving the human rights of young people and adults deprived of their liberty. [ABSTRACT FROM AUTHOR]