Training for teachers working in places of deprivation of liberty

Abstract The training of teachers working in prison schools needs to consider the specificities of people deprived of liberty that go beyond the program content established by curriculum guidelines, and is a way to assist them in the process of resocialization. The objective of this study was to map scientific evidence on the content covered in the training process for teachers working in prison schools. The research was conducted through a Scope Review anchored in the Joanna Briggs Institute (JBI) framework, based on the guiding question: “How is the content covered in the training process for teachers working in prison units characterized?” There was no specific time frame, and the search was conducted in selected databases, as well as through a Google Scholar search, during June and August 2023. The studies were selected based on the titles, abstracts, and full texts by two independent reviewers. The final sample consisted of twelve studies published between 1921 and 2022, of which eleven were published in English and only one in Portuguese. The content covered in the training process was categorized into three empirical cores: Safety Techniques, Pedagogical Processes, and Behavior Management. In this sense, it is concluded that the content is insufficient to support teachers in dealing with the nuances and complexity of the prison context, which requires the adoption of strategies focused on the continuous development of comprehensive and context-specific training curricula.