A leitura que liberta à luz da filosofia da libertação na Unidade de Custódia e Reinserção de Castanhal

Abstract

The present this study was to analyze the practice of reading aimed at remission of the sentence, under the heading of the New Project the Reading that Liberates, in the Custody and Reinsertion Unit of Castanhal, in the light of the Philosophy of Liberation, proposed by Enrique Dussel, in addition to understand the relationship between reading and freedom in a prison environment. This scope refers to the urgency of humanizing the Brazilian prison system, which instrumentalized reading in spaces of deprivation of liberty as an activity capable of remission of the sentence, engendered by the criminal execution policy in Brazil for social reintegration based on human rights. Of an applied nature, the research was based on a qualitative approach, with the procedural applicability of pedagogical action research - PAPe, as an educational tool that presupposes cooperation between participants and researchers in a continuous exercise between action and investigation, which in its phases was used the didactic sequence, the participant research which generated the production of poetry written by private readers, and the use of questionnaires, having as support for data analysis the theoretical contribution centered on the senses regarding the proposal of the philosophy of liberation, by Enrique Dussel, as a continuum of understandings to liberating education. Thus, it was identified that reading projects in a prison environment, such as NPPL, promote it as a social practice that impacts the lives of readers deprived of liberty, who begin to expand their conceptions of freedom beyond the proposition of reducing the sentence, but which needs to be developed as a complement to educational activities as an effective practice of a human right and not as another mere disciplinary mechanism for the idle time of the PLL, whose philosophical praxis of Liberation as parameters, which in addition to being political, is rather pedagogical.