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In this paper, we present the results of the systematization and analysis of the final papers of the Peer Tutoring course (TEP) with students from the University of the Republic (Udelar) in prison (EUPL). This course was designed to strengthen the entrance and retention of Udelar students in general from the perspective of collaborative learning, which has an impact on the dynamism of learning processes both for those who tutor and for those who are tutored. The TEP developed lines focus on populations or situations that merit specific educational support, including those oriented to EUPL. This specificity invites us to problematize the scope of the TEP in this context as well as to think about the new meanings that the tutors construct. Since it is a central part of the university policy of teaching in prisons, this article focuses specifically on the subjective discursive constructions of the tutors. To achieve this, we use a methodology of documented review of the final papers of those who took the peer tutoring course in the 2019 and 2020 cohorts. The results we present here refer to the learning and subjectivity production processes of the peer tutors after taking the TEP course, as exposed in these papers, distinguishing three dimensions: the vision of the prison after having been tutors in that context, the perspective of education in prisons, and the implications of the TEP in the personal learning trajectories of those who carried out the tutoring. [ABSTRACT FROM AUTHOR]

In the aftermath of the social, political, and economic crisis of 2001 in Argentina, the longstanding penitentiary management model began to disintegrate. This model, despite its fluctuations, had primarily been sustained on the principles of punitive reformism and the ideology of resocialization since the formation of the national state. A significant portion of this paradigmatic shift was encapsulated in the so-called Plan Estratégico Operativo 2016-2020. This plan, for the first time, introduced computerized and automated algorithmic systems for decision-making in the comprehensive management of the incarcerated population in Argentina. This article is grounded in an empirical ethnographic study specifically dedicated to examining the design process of one of these systems with the aim of reconsidering the intersections between their frameworks and the adherence to the principles established in national regulations, international Human Rights recommendations, and the institutional discourses of the penitentiary agency that have traditionally guided the management of federal prisons in our country. With no precedents in the study of the use of these systems in Argentina, this paper offers a set of preliminary findings intended to propose some bases for discussion and analysis of the progress, challenges, and issues posed by the process of technologization and digitization in national penitentiary management. [ABSTRACT FROM AUTHOR]

This paper addresses the possible contributions of development studies to university education in prisons, from the work in the Central Team of Students in Deprivation of Liberty (EPL) of Udelar (Universidad de la república) and the bibliographic review of the specific literature on the subject. It seeks to contribute to the debates on higher education in prisons, from development perspectives, linking theories to a particular program. In particular, it will discuss the link between education in prisons, the capabilities approach, the rights perspective, human development and within this, universities for development as one of the central lines for university policy. [ABSTRACT FROM AUTHOR]

This paper addresses a reality insufficiently studied in penitentiary centers: the impact of participation in leisure, sports, and cultural activities on the desistance process of incarcerated individuals and as a protective factor against committing new crimes. It was carried out in one of the eight ordinary regime penitentiary centers that the Generalitat of Catalonia (Spain) has in its territory. In this exploratory research, a quantitative design was chosen to allow a static, confirmatory reading of the benefits of leisure, sports, and cultural activities in penitentiary contexts, focusing on improving competencies that benefit desistance processes. The results show the perceived benefits by the incarcerated individuals and how these influence positive identity construction processes. Some recommendations derived from the results obtained are provided, which may suggest actions in penitentiary treatment and the design of public policies. [ABSTRACT FROM AUTHOR]