Champangnatte, Dostoiewski Mariatt de Oliveira2026-11-132026-11-132026MARQUES, Hellen Souza. A educação de jovens e adultos em contexto de privação de liberdade: perspectivas críticas para a compreensão do sistema prisional goiano. Goiânia (GO), 2026. 88 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2026.https://repositorio.unialfa.com.br/handle/123456789/864This research analyzed the historical trajectory of Youth and Adult Education (Educação de Jovens e Adultos – EJA) within the penitentiary system of the state of Goiás, seeking to understand how educational public policies aimed at people deprived of liberty have been constituted and implemented in the context of power relations, social inequalities, and the contradictions that characterize the Brazilian prison system. The study is based on the understanding that education constitutes a fundamental human right, guaranteed by the 1988 Federal Constitution, the Brazilian National Education Guidelines and Framework Law, and the Penal Execution Law, although its implementation in the prison context remains marked by structural, institutional, and pedagogical limitations. The research draws on the theoretical contributions of Antonio Gramsci (2000), Michel Foucault (1999), and Pierre Bourdieu (1998), whose perspectives make it possible to analyze the penitentiary system beyond its legal and criminal dimensions, highlighting the relationships between hegemony, discipline, reproduction of inequalities, and the guarantee of rights. Methodologically, this is a qualitative, bibliographic, and documentary study, developed through the analysis of legislation, official documents, government plans, and scientific literature related to education in contexts of deprivation of liberty. The results indicate that, despite normative advances in educational policies aimed at the prison system, challenges persist regarding the precarious structural conditions of penitentiary facilities, the lack of specific curricula, the insufficiency of permanent policies for teacher education and professional development, and the gap between legally guaranteed rights and their effective implementation. It is concluded that Youth and Adult Education, when understood as an emancipatory practice and as a public policy committed to human development, can contribute to strengthening citizenship, human dignity, and the social reintegration of people deprived of liberty. However, its effective implementation depends on the development of articulated and continuous public policies committed to education, social justice, human rights, and regional development. In this regard, the research is affiliated with the Research Line Education, Human Capital, and Regional Development, within the Master's Program in Regional Development at Centro Universitário Alves Faria (UNIALFA), which is also the research line to which the supervisor of this study is affiliated, establishing a dialogue between education in contexts of deprivation of liberty and perspectives on regional development.ptEducação de jovens e adultosEducação prisionalPolíticas públicasSistema penitenciário