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uma experiência formativa extensionista no cárcere sob perspectivas críticas e decoloniais

Abstract

Teacher education in Portuguese Language and Literature, articulated through teaching, research, and university extension, requires both study and lived engagement with social realities so that the relationship between teachers and society is grounded in an understanding of its problems and potentialities (Candau, 2008). From this perspective, this article analyzes a formative experience of pre-service Language and Literature teachers developed through extension activities that promote reading and writing clubs in a prison context in the state of Amazonas, Brazil. To this end, a qualitative and interpretive analysis (Denzin & Lincoln, 2006) is conducted of extension students’ discourses collected through structured interviews, as well as memoir records compiled over one year of participation in an extension program. Drawing on discussions from critical pedagogy (Freire, 2000), decolonial pedagogy (Walsh, 2013), and efforts to overcome the consequences of inequalities experienced by historically subalternized peoples (Mignolo, 2003; Russell & Souza, 2024), the analysis reveals that teacher education grounded in the experience of reading and writing clubs in prison contexts fosters learning oriented toward social justice. This is achieved by recognizing individuals, producing encounters among subjectivities (Rouxel, 2023), and generating transformations in modes of thought that encourage participation, interpretation, and dialogue, as well as autonomy and the aesthetic appreciation of life through reading and literature.