Mujeres en semilibertad y convivenciaConstrucción de redes y transformación de conflictos desde la educación para la paz

Resumen

It is relevant to investigate the personal networks of women in open regime as they can be risk or protection factors during the process of transition to freedom which would mean the difference between favourable coexistence and reinsertion or recidivism. Since there are no studies in this field in Spain, this thesis aims to identify and analyse personal networks, support, and conflict bonds, as well as intervention programmes in the prison context. This with the purpose of elaborating socio-educational guidelines from education for peace oriented towards the construction of networks and the transformation of conflicts that favour the peaceful coexistence of women in semi-freedom. This is a doctoral thesis within the framework of the I+D+I project "Processes of Socio-Educational Reinsertion and Accompaniment of Female Inmates in Semi- Freedom" (REINAC) EDU2016-79322-R whose general objective is to understand the realities and characteristics of women in the open environment of the Spanish prison system, to analyse all the fields of intervention and accompaniment and to make socioeducational proposals. The methodological design was descriptive/interpretative with a multi-method approach. The participants were women in the open regime. A total of 31 centres (Social Integration Centres, Open Sections and External Units) were visited, achieving a representative sample of 310 valid questionnaires and 75 women interviewed. These centres were in 13 autonomous communities of Spain. Some of the main findings are: women in semi-freedom personal networks are wider than those networks before prison, going from being predominantly family to diverse; there is evidence of increasing support ties along with a low presence of conflict ties; most of the sources of support are family members, the novelty is that specialized nodes of prison staff are included in addition to social organizations and volunteers; instrumental support (financial, shelter, childcare, getting a job) is minimal and it is crucial to achieve a better quality of life outside prison. Prison staff and female inmates are the most frequently mentioned co-conflict protagonists, although the low level of female conflict is predominant due to avoidance as the main form of coping; the low participation in most of the socio-educational programs that include essential themes of education for peace is remarkable, with the exception of the Respect Module program. In conclusion, it is necessary to encourage participation in current programmes, as well as to promote a teaching-learning process based on awareness, oriented towards the construction of networks and conflict transformation to favour peaceful coexistence and successful reintegration, on which guidelines for socio-educational intervention from education for peace are proposed.