Education scenarios for women deprived of liberty in Rio Grande do Norte
prison education; incarcerated women; public policy; prison system; human rights.
This study analyzes the provision and dynamics of formal education in a women’s prison located in the state of Rio Grande do Norte, focusing on the effects of institutional conditions, the pedagogical practices adopted, and the challenges faced by incarcerated women. The research is situated within the field of urban and regional studies, engaging directly with public education policies and human rights, and seeks to understand how the structure of the prison system impacts access to schooling behind bars. The guiding question is: how are educational practices in the women’s prison system of Rio Grande do Norte structured in the face of the educational, social, and institutional vulnerabilities of incarcerated women? The dissertation is organized into four main chapters. A mixed-methods approach was adopted, combining primary data — interviews with professionals working in the prison unit — and secondary data, including information from IRaMuTeQ, SISDEPEN, and IBGE. The findings reveal that poor infrastructure and the lack of coordination between security and education sectors hinder the development of an effective pedagogy in the prison setting. At the same time, institutional actors’ resistance efforts and isolated initiatives highlight the transformative potential of education, especially when linked to intersectoral policies. This research contributes to a critical reading of educational practices in the women’s prison system and to the understanding of how they are shaped by structural inequalities, institutional limitations, and the social profiles of the incarcerated women.