DOUBLE PRISONERS: PUBLIC POLICIES, ILLITERACY, INTERSECTIONALITY, AND EDUCATIONAL EXCLUSION IN BRAZILIAN PRISONS

Abstract

This study analyzes illiteracy in Brazilian prisons as a mechanism of exclusion that constitutes a denial of rights. Using an intersectional approach, based on the theories of Kimberlé Crenshaw, Patricia Hill Collins, Sirma Bilge, and Carla Akotirene, the research seeks to understand how illiteracy in prisons impacts people within structural patterns of inequality, such as gender, race, and class. Data from SENAPPEN/SISDEPEN (2024) indicate that, although some states have overcome illiteracy, such as Amazonas and Maranhão, states like Piauí (9.47%), Pará (9.90%), Paraíba (7.90%), and Pernambuco (6.99%) still present high rates of illiteracy among those deprived of liberty. The methodology involves documentary analysis of SENAPPEN data, review of legal regulations, such as the 1988 Federal Constitution, Law No. 7,210/1984 (Penal Execution Law), and Law No. 9,394/1996 (Education Guidelines and Bases Law), as well as CNE Resolution No. 2/2010 and Decree No. 7,626/2011, which regulate education in the prison system. The overall objective is to highlight how illiteracy in prisons contributes to the violation of fundamental rights, especially the right to education, being a barrier to the achievement of other rights, particularly the right to work. Specific objectives include: 1) mapping the areas most affected by prison illiteracy and intersectional inequalities; 2) indicating the implications of educational exclusion for the citizenship of inmates; and 3) reflecting on educational public policies. It is concluded that illiteracy in the prison system is a structural factor that prevents the realization of citizenship and perpetuates cycles of inequality.