THE STATE OF THE ART ON EDUCATION OF FAMILIES OF PEOPLE DEPRIVED OF FREEDOM

Abstract

This article aims to map the academic literature discussing the education of family members of people deprived of liberty, using the State of the Art methodology from a theoretical perspective. The research covers the period from 2016 to 2024, analyzing theses, dissertations, and articles published in Portuguese and Spanish in South America, in databases such as CAPES, BDTD, Scielo, CAPES Journals, and Google Scholar. Sixteen relevant works were identified, with an emphasis on studies of children aged 0 to 3 years old, children of incarcerated women, who face precarious conditions in prison daycare centers, lack of maternal bonds, and social stigma, impacting their educational and socio-emotional development. The analyses reveal rights violations, such as the lack of adequate infrastructure in prisons and early separation of mothers and children. Work by Jesus (2022), Lira (2023), and Vilar (2022) highlight problems such as low academic performance, socialization difficulties, and neglect. However, there is a lack of further studies in this thematic field, especially regarding other stages of basic education, such as high school, and school management, in addition to a concentration of studies in the South and Southeast regions of Brazil. It is concluded that the education of family members of people deprived of liberty remains an underexplored topic, requiring further research, especially in the North region, as in the context of Pará, to address educational challenges and promote inclusion and social equity.