Educação nas prisões no Brasil: o que apontam as pesquisas realizadas no período de 2006 a 2003

Abstract

This dissertation, part of the research line “Educational Practices, Teacher Training, and Inclusion” at the Federal University of Catalão, analyzes the right to education within the Brazilian prison system between 2006 and 2023. The study is based on the observation that, despite normative advances guaranteed by the Federal Constitution of 1988, the Law of Guidelines and Bases of 1996, and the National Education Plan of 2014, the effective implementation of education for incarcerated individuals remains limited by structural inequalities and the historical marginalization of Black, poor, and peripheral populations. The main objective was to map and critically analyze the academic production on prison education during the selected period, aiming to understand how this topic has been addressed and its implications for public policy and pedagogical practices. The time frame from 2006 to 2023 is justified by the launch of key national programs, such as the “Educating for Freedom” Project (2006) and the “Education in Prisons” Program (2011), as well as by significant political and social changes that affected the educational landscape. The methodology adopted was a systematic literature review, following strict criteria for data selection and analysis. Databases such as SciELO, BDTD, CAPES, and Google Scholar were consulted, allowing for the identification of trends and gaps in the academic literature. Findings show that most research adopts normative and technical approaches, with limited attention to critical dimensions such as gender, race, and identity. The analysis was structured into four main axes: teacher training, learner centrality, public policies, and pedagogical practices. It was found that teacher preparation for prison education is insufficient and disconnected from the prison context, and that many educational practices reinforce a punitive logic rather than promoting emancipatory learning. The lack of consistent intersectoral policies and the structural precariousness of prison facilities further compromise the enforcement of the right to education. The study concludes that transforming prison education into an effective tool for social reintegration requires overcoming current limitations through public investment, context-sensitive teacher training, and the adoption of critical and inclusive pedagogical practices. Education in prison must be recognized as a fundamental right, not merely as a mechanism of institutional control.