Estratégias de letramento literário no cárcere: leitura dramatizada e jogos teatrais no trabalho com privados de liberdade da PED/MS-CEEJA

Abstract

The present resarch investigates a pedagogical proposal directed to the inmates of Penitenciária Estadual de Dourados (PED), aiming to encourage literary literacy through practices of dramatized reading and theatrical games. The goal is to promote the taste for reading and the personal development of the inmates, also making their social reintegration easier. The research, linked to the program Mestrado em Literatura, from Universidade Federal de Dourados MS (UFGD), is based upon my experience as an Arts teacher in CEEJA, education hub in the prison, which took place between 2017 and 2023. The mainquestions approached include the importance of literary encouragement, the role of a teacher’smediation in the prison environment and the way dramatized reading may positively impactthe inmates. This work considers the limitations and possibilities of inserting theater andliterature in the prison system, taking into account the reality of this institution.It’stakenasabasis, besides the researcher’s experience, in the theoretical field thepremisesofAntonioCandido (2011) and Rildo Cosson (2006) regarding the right to literature, toreadingandtoliteracy, as well as the methodological strategies to theatrical gamesproposed by ViolaSpolin(2008). The research adopts a qualitative approach, with casestudiesandanalysisofteachingpractice, looking to understand the way the teacher can becomeaneffectivemediatorintheprocess of literary literacy in prison, promoting the developmentofthetasteforreadingamongtheinmates.