A vulnerabilidade educacional de mulheres encarceradas sob a perspectiva da criminologia da libertação associada à colonialidade de gênero

Abstract

This research analyzes the educational vulnerability of women incarcerated under the perspective of Liberation Criminology associated to the coloniality of gender (CASTRO, 2005; LUGONES, 2008). It supports the necessity of a Criminology based in Latin America, applied to the Brazilian prison contexts, in order to understand the dominant character of the Criminology(s), looking for an alternative to the social control imposed by the traditional "Old Criminology". It has as assumption to understand how this criminological proposal, applied to Brazil, reverberates in the educational vulnerability of imprisoned women, because it is believed that this approach can attenuate the inequalities experienced in prison. It investigates, in a first moment, the process of hegemonic Criminology formation, through dominant epistemologies. Then, under the perspective of emerging epistemologies, it examines the possibilities of a Latin American Criminology, especially the Liberation Criminology and its dialogue with the Coloniality of Gender, the latter linked to decolonial theories with the purpose of offering a broader view of the Coloniality of Power. Finally, we investigate the social right to education and its repercussion on the imprisonment of women, through the historical educational context of Brazil and the legislation about education in prison. With regard to methodological choices, it is a qualitative research, using the dialectic method and as a technique, the analysis of content in documents.