Towards an emancipatory education in a prison context: reflections based on the Political-Pedagogical Project present in the PEEP (2025-2028)

Abstract

This article discusses the possibilities of an emancipatory conception of education in a prison context from the perspective of Paulo Freire's pedagogy, using as a tool for this reflection the Political-Pedagogical Project legally established by the LDB 9394/96, endorsed in prison education legislation and foreseen in the State Plan for Education in Prisons (PEEP). The reflections start from the concept of education as emancipation in Adorno and Paulo Freire and how this conception is present in studies on education in the area and in the PEEP itself. To this end, we analyzed fifteen state plans (AM, PA, RO, BA, CE, MA, DF, GO, MT, ES, MG, RJ, PR, SC, RS). As a result, we found that the PPP is not yet a broad strategy in the PEEPs for the development of schooling and all other educational activities within a prison unit, not appearing as a strategic indicator and much less addressing the emancipatory conception. Thus, guiding principles are proposed for the construction of the PPP (Political-Pedagogical Project) that reflect the emancipatory conception of education in a prison context, for example, reading reality, establishing dialogue for action and cultural synthesis, as well as permanent evaluation as a principle for updating the PPP in prisons.