Redemption by reading and literacy practices: an interdependent relationship towards liberation

Abstract

The themes Literacy and Prison Education have been the subject of rare studies and, often, also controversies in Brazil. Taking into account the various issues involving such discussions, such as the resocialization and effectiveness of teaching in the construction of knowledge, this article presents some reflections on the implementation of the Reading Remição project in prisons, considering the literacy, the role and meanings that reading can assume in the prison system. Therefore, the theoretical perspective adopted is based mainly on the studies of Brazil (2012), Deleuze and Guattari (1995), Foucault (1986), Freire (2011), Kleiman (1995/2002), Rojo (2009) and Soares (1998/2003/2004). In this context of Prison Education, the incentive to read has been considered by the public authorities, as well as in school education in general, as one of the alternative means for the socialization of the prisoner, considering that reading is an essential factor for citizenship, regardless of whether the reader is in a situation of freedom or in a prison situation, because it occupies a privileged place in daily life, contributing to expand the knowledge of oneself and the world, although in many moments reading is considered only as a resource to abbreviate to the inmate, the time of permanence in prison. In this sense, the reflections we propose here aim to gather information about the project of Remição pela Leitura and a possible relationship with the perspective of literacy. Therefore, this article presents bibliographic and exploratory information on both themes, in order to provide the reader with a compendium of the scenario of such issues in Brazil.