LEITURA LITERÁRIA COMO GÊNESE DE EMANCIPAÇÃO E RECONSTRUÇÃO SOCIAL NO SISTEMA PRISIONAL À LUZ DO PROJETO TESSITURAS

Abstract

In contexts of deprivation of liberty, where disciplinary rigidity, silencing, and the invisibilization of those confined prevail, literary reading emerges as a powerful instrument of humanization and emotional regulation. In light of this relevance, the present study takes as its object the pedagogical practices of a dialogic reading initiative: Project TESSITURAS, an extension project of the Instituto Federal Goiano, Campus Urutaí, which involves faculty members from the institution and individuals deprived of liberty in a correctional facility located in Pires do Rio, in the state of Goiás, Brazil. The study is grounded in the theoretical contributions of Paulo Freire, Antonio Candido, Henri Wallon, Judith Butler, and bell hooks, among others who conceive education as a practice of freedom. It adopts a qualitative approach and is methodologically grounded in Laurence Bardin’s Content Analysis (2016), based on the observation and full transcription of ten classes conducted within the project. The findings reveal a set of recurring pedagogical practices that constitute the structural axes of the initiative: shared teaching and interdisciplinarity; literary text curation; lexical, textual, and aesthetic engagement; and affectivity and welcoming as foundational dimensions of the pedagogical process. Following the systematization of both the method and these pedagogical practices, an instructional guide was developed in e-book format, aimed at new educators, with the purpose of expanding and replicating Project TESSITURAS in other contexts of deprivation of liberty, particularly within prison-based Youth and Adult Education (EJA), so that it may become a sustained and institutionalized practice. The material was designed to support the replication of this extension activity in other correctional facilities across the country, as well as in contexts marked by marginalization and vulnerability, while preserving the formative principles of the original project. Beyond merely reproducing pedagogical practices, the instructional guide seeks to safeguard the humanizing, critical, and emancipatory essence that underpins and distinguishes Project TESSITURAS from other reading initiatives within carceral settings.