Da “sala” à “cela”: experiências vividas por jovens em privação de liberdade com a leitura numa perspectiva complexa e transdisciplinar

Abstract

Training readers in brazilian public schools represents one of the great challenges of Basic Education. When it moves to the prison context, it expands considerably, mainly due to limitations imposed by the prison environment and the lack of adequate infrastructure. In penal establishments without schools with formal education, this challenge becomes even greater, although there is specific legislation that determines the implementation of reading projects in these spaces. In this scenario, there is the teacher or reading mediator who must juggle to implement pedagogical actions with reading. In this perspective, the present dissertation had as its objective describe and interpret the teaching-learning of literary reading, as a phenomenon of human experience, under the bias of complexity and transdisciplinarity, experienced in a penal institution in Minas Gerais. The investigation was carried out with nine (09) young people serving sentences in a closed regime, with incomplete elementary education and aged between 18 and 29 years, in the Prison Unit of Santa Vitória - MG. From the standpoint of the absence of public politics that guarantee the right to formal education in this unit, the research sought to understand to what extent a literary reading project can fill this gap. Guided by the epistemology of Complexity (MORIN, 2003, 2007, 2008, 2015); the epistemology of Transdisciplinarity (NICOLESCU, 1999) and the three forces of literature (BARTHES, 2007), this research focused on the experiences of the participants involved, as well as those of the teacher-researcher when they share, in the prison space, the teaching-learning of literary reading. For the texts of the experience analysis, the Hermeneutic-Phenomenological Complex (FREIRE, 2007, 2010, 2012, 2016) methodological orientation of a qualitative nature was used, which seeks to interpret the experiences of the research participants. A priori, it started with a practice of pedagogical intervention promoted by the teacher-researcher, built in the light of the methodology of reception (BORDONI & AGUIAR, 1993). Through this method, the participants started from reading works close to their “expectation horizons” (JAUSS, 1994), to gradually broaden these horizons, through different literary works, with different aesthetic levels. The textual material for the research emerged from the experiences lived during the pedagogical intervention process in the workshops, from the notes in the critical-reflective diary and from the hermeneutic conversations carried out by these two research actors: teacher-researcher and participants. From these actions, the processes of interpretation of the phenomenon were applied: textualization, thematization, resignification and validation cycle, typical processes of the Hermeneutic-Phenomenological Complex Approach. The process of refinement and resignification allowed the emergence of the following hermeneutic-phenomenological themes: time - from which the sub-themes mind, concentration, dedication, freedom emerged; motivation - from which the sub-themes habit, preferences and involvement unfold; change - from which the sub-theme opportunity emerged; learning and finally, the connection theme, which were described and interpreted in this study.