THE SOCIAL REINTEGRATION OF INDIVIDUALS RELEASED FROM THE PRISON SYSTEM THROUGH HUMAN RIGHTS EDUCATION

Abstract

This article examines the normative and curricular gaps that prevent Human Rights Education (HRE) from becoming the structural axis of prison education in Brazil, investigating how its recognition as an autonomous modality in the National Education Guidelines and Framework Law (LDB) could reorient penitentiary educational policy. To this end, qualitative exploratory research is developed, supported by engagement with the field's literature and documentary research, with analysis of normative instruments such as the 1988 Federal Constitution, the Law of Penal Execution, the National Plan for Human Rights Education (PNEDH), and the Penal Information Report (RELIPEN) for the first half of 2023. The investigation demonstrates that, despite an extensive normative framework recognizing education as a right of the incarcerated, the absence of prison education as an autonomous modality in the LDB prevents the formulation of a specific curriculum and allows states to operate in a fragmented manner, without federal parameters for oversight or evaluation. It is concluded that HRE constitutes a pedagogical axis capable of addressing the ethical and civic formation of released prisoners. This work therefore represents a contribution that shifts the debate from denouncing educational precariousness in prisons toward the field of State public policy.