Abstract
This study aims to investigate how young inmates integrate temporal and contextual elements of identity and what is the role of education in identity integration. Twenty-six young inmates were interviewed. Thematic analysis revealed that inmates integrated the elements of four time identities using different mechanisms to deal with each identity: (a) Past identity (before imprisonment) is defined by cumulative risk factors, where detachment from family, society, and institutions prevails; (b) present identity is characterized by the engagement in prison's educational activities; (c) emergent identity (until their release) is characterized by their requests for a proper education and training and their commitment to acquire qualifications; (d) future identity (after their release) is characterized by the investment on future aims for personal growth, family, education/work and community. Inmates used the non-formal educational program, which was offered in prison, as a vehicle towards positive identity contemplation.
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