O agir pedagógico do professor-pesquisador: uma prática de leitura na Penitenciária Feminina da Capital – PFC/SP

Abstract

The present research has as a general objective to understand the ways of pedagogical action of a teacher-researcher during his experiences in a reading cycle for remission of sentence in the prison context. Understanding that reading and writing are social practices necessary for intellectual development and that can lead to the promotion of social inclusion and better exercise of citizenship, it is established a relationship between theories of critical reading and teaching-learning applied to the prison context, as indicated by studies of Freire (1980 - 2006), Barreto (1998), Gadotti (1996), Santos (2011), Sotelo (2012), Meurer (1997), Busnardo and Braga (2000), Orlandi (1983), among others. In this perspective, the research questions are "What does my pedagogical action, presented in the cycle of reading developed in the Female Penitentiary of the Capital, reveal about: a) conceptions of teachinglearning? and b) conceptions of reading practices?" The instruments and ways to analyze the data are based on Thiollent (2011), among the fundamental aspects of Action Research, regarding the fact that it enables those involved in the research to identify problems experienced in the investigated context and, in a participative, cooperative way, seek solutions to the problem experienced, while enabling the construction of knowledge, experiences and learning to those involved. The data collected and analyzed are Field Records, which were collected during a workshop cycle developed at the Women's Penitentiary of the Capital - PFC/SP, which show possibilities of reflection about the pedagogic action of teachers who work with reading through the remission of sentence