This dissertation s objective was to understand and analyze possible approaches to themes related to the female condition of teachers pedagogical practices in an educational institution located in a women s prison in Rio de Janeiro. Female condition is understood as the relationships built and transformed due to economic, racial, political, and cultural issues that affect women s lives and position in society. This research has the following subsidiary objectives: a) identify and describe pedagogical practices implemented in a women s prison school; b) analyze teaching materials that support the pedagogical practices; c) identifypossible approaches to themes related to the female condition by teachers and students. Qualitative research was chosen and conducted through participative observation, daily documentation, and structured interviews with 4 teachers and the coordinator of the school where the research was being conducted. The empirical material produced from the observations and interviews was submitted to classic content analysis. To contextualize the research, available data on female prisons was used, in particular, the reports from the National Penitentiary Department Information System (Sistema de Informações do Departamento Peniteciário Nacional). The theoretical basis is anchored in the literature on the Brazilian prison system and prison schools, along with studies on female inmates. The results indicate that there is a lack of pedagogical proposals intentionally aimed at addressing themes related to the female condition. However, the students take advantage of educational content unrelated to the theme to expose and discuss issues related to their condition as female inmates. Sometimes, the educational institution reinforces the disciplinary power and the invisibility of subjects deprived of freedom.