O plano estadual de educação de pessoas privadas de liberdade: uma análise no período de 2020 a 2024

Abstract

This research addressed the scenario regarding the guarantee of the fundamental hu man right to education for persons deprived of liberty (PPL) within the Amapá penal system, analyzing the implementation and implications of educational public policies under the State Plan for Education for Persons Deprived of Liberty and Released Indi viduals (PEEPPLE). The general objective was to analyze the implications of educati onal public policies adopted in Amapá aimed at the education of persons deprived of liberty through PEEPPLE, based on an analysis of educational indicators—specifically school flow, certification, and school fund financial resources—covering the period from 2020 to 2024. Theoretically and methodologically, the research was grounded in Historical-Dialectical Materialism; the relevant categories were analyzed using mixed method data (predominantly qualitative) obtained through documentary research. This involved gathering statistical data from sources such as the Basic Education Census, as well as summaries and technical reports from the State Department of Education (SEED)—specifically its Youth and Adult Education Unit (NEJA)—the São José State School (EESJ), and the Penitentiary Administration Institute (IAPEN), spanning the 2020–2024 period. The selection of this four-year timeframe is justified by the fact that it covers the initial version of the State Plan for Education for Persons Deprived of Liberty and Released Individuals. Results show that between 2020 and 2024, prison education in Amapá reached only 14.9% of the incarcerated population, highlighting the exclusion of over 85% of inmates and a critical school dropout rate (up to 56.2%) driven by penal system routines. The demographic profile reveals strong racial and generational selectivity (85.87% Black and 50.88% young adults) and a lack of basic education completion among 62% of the population. Integrated Adult and Youth Edu cation (EJA) combined with vocational training has yet to materialize; PRONATEC en rollment plummeted by 85.5% in 2024, while ENCCEJA PPL results exposed the limi tations of an "exam-based pedagogy," with a total pass rate of only 9.6% (78 individu als passing). Furthermore, data on fund transfers reveal that educational investment per student (~R$ 5,559) represents less than 25% of the cost of punitive custody (~R$ 40,412) in Amapá. The decentralized transfer model (such as PROEM) imposes bure aucratic hurdles and implementation rules that are incompatible with the penal envi ronment, thereby reaffirming the subordination of educational policy to security-orien ted guidelines. It is concluded that prison education policy in Amapá remains deeply subordinate to a security-focused logic, characterized by limited provision, pedagogical discontinuity, and insufficient funding. The prevalence of emergency certification (EN CCEJA) over continuous schooling reaffirms the utilitarian nature and fragility of the right to education within the penal environment. There is an urgent need to establish decentralized funding and intersectoral management capable of ensuring the holistic human development of the incarcerated population.