Leitura e liberdade: o texto literário na escola socioeducativa

Abstract

The research entitled Reading and Freedom – The Literary Text at the Socio-Educational School has as general objective to analyze the potential of pedagogical practices of readings in the learning of students in condition of deprivation of freedom. It was developed with adolescents of ninth year of elementary school, in hospital, deprivation of freedom and social security, in the Male unit of hospitalization of the Lindeia/BH neighborhood. Seven adolescents participated in this study and the research methodology adopted in the present study is qualitative, justifying the specificities of the group of participants: students deprived of liberty. They were performed as main stages: an initial conversation wheel, in which I investigated with the young people their knowledge about literary readings and their relationships. Following, was developed a Teaching Project, during the first half of 2018 extending to the second half as a reading project, to provide students with an understanding of the proposed readings and the aspects involved in the interpretation of each of them. The methodology of Cosson’s basic sequence (2009) with its reading intervals was adopted. In the development of the Teaching Project, adolescents produced written records in order to express aspects they considered significant in the readings made. At the end, there was the collective production of a text contemplating the students' experience. As results, I obtained new reading and writing practices from adolescents in the socio-educational school, now marked by experiences and participation in the processes of reading intervals.