Reading practices in spaces with freedom deprivation

initiatives and achievements

Abstract

The concept of lifelong learning, in all spaces and in interactions between people, heralds possibilities for being more in the social institution of prison, enhanced by social practices that promote affective networks, awareness of oneself, others, and the world (Onofre, 2015; Ireland, 2011; De Maeyer, 2011; Godinho; Julião; Onofre, 2020). This article aims to problematize conceptions, principles, and normative guidelines that herald possibilities and obstacles in guaranteeing the human right to education and reading in prisons as social educational practices of/for freedom. The proposed discussion, using a bibliographic and documentary methodology, paradoxically highlights advances that culminate in Resolution 391/2021 of the National Council of Justice (CNJ) and everyday scenarios permeated by conservative practices and limitations imposed by security. To this end, in addition to surveying the regulations that consolidate a reading policy in environments of deprivation of liberty, an analytical and interpretative discussion is carried out of the concepts that permeate this space, which sometimes enhance reading and sometimes hinder progress. The analyses allow us to affirm that the confluence of social practices of different natures enhances a humanizing and intersectional education for this unique context and that reading practices (Petit, 2019; Zilberman, 1990; Durand; Gerbovic, 2024) allow for the design of emancipatory educational itineraries.