Literacies of women prison survivors in the process of penalty redemption: A decolonial perspective
Keywords:female incarceration, decolonial pedagogy, literacy projects, young and adult literacy, prison education
In this article, we discuss the results of a literacy project developed with women convicts released from the prison system in the state of Rio Grande do Norte/Brazil who, at the moment of their participation in the project, were serving their sentences in the open system. Assuming a decolonial perspective (Quijano, 2005) and based on a critical and emancipatory approach (Freire, 1978), as a mechanism for prisoners’ social reintegration, we analyze data that result from the literacy practices of 20 of these women registered in a professional training course, Alvorada Project, offered by the Federal Institute of Education, Science and Technology of Rio Grande do Norte in partnership with the National Penitentiary Department (DEPEN). The research, informed by the field of new literacy studies, was developed in the area of applied linguistics, using a qualitative and interpretive methodological approach, with data generated during the course from various research instruments (questionnaire, testimonials, written texts, photos, videos, etc.). The results point to the need for rethinking literacy policies developed in prison programs, because when developed from an instrumental perspective, literacy policies do not account for incarcerated women's interests and needs, nor contribute effectively to expanding their reading and writing practices.
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Copyright (c) 2023 Angela Bustos Kleiman, Ivoneide Bezerra de Araújo Santos-Marques
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