Direito social à educação no cárcere sob um olhar decolonial

Abstract

This research proposes to analyze the (non) promotion of the Social Right to Education in the prison environment from the perspective of decolonial thought. Education is an important process of selecting interesting bodies for power, since the chain brings to- gether what the system did not want. Education and prison are intertwined in historical processes of racial, social, gender and sexual discrimination, in order to maintain colo- niality. Colonial education subjects individuals to homogenization and deterritoriality, training them to a standardized model, which does not dialogue with their experiences and realities. Meritocracy instrumentalizes coloniality. In promoting the Social Right to Education, one must start from the premise that education aims at the production and sharing of knowledge to form citizens and can, therefore, be carried out in other ways, far from the traditional environment. School / academic practice also needs to be (re) constructed from the perspective of decoloniality. The prison was useful for European modernity, since the emergence of an industrial society required efficiency and produc- tivity also in punishments. The prison also classifies individuals, training, monitoring and studying their bodies to make them docile and useful. In Brazil, prison is used as an in- strument to consolidate coloniality, which is why it should be studied in the light of a crit- ical decolonial criminology, showing that traditional critical criminology is insufficient. The promotion of the Social Right to education in prison proves to be a challenge due to the coloniality that permeates both institutes (prison and education), due to the antino- my existing between the libertarian pretension of education and the reason for being in prison, in the face of “Power games” existing in prison and because the prison is not a copy of society outside the walls, being, on the contrary, a society with its own charac- teristics, rules and sets of codes. Therefore, it is necessary to create decolonial condi- tions for the promotion of the social right to education in prison. It is a complex process that must be built through the role of people who are deprived of their freedom through interculturality and an “other paradigm”. The development of a critical decolonial crimi- nology will contribute to the promotion of the social right to education in prison. The de- ductive method and bibliographic research were used. Despite the proposed analysis in the light of decolonial thinking, epistemic interculturality was sought, without intending to replace thoughts of European authors with decolonial ones, or vice versa, but a dia- logue of knowledge.