Letramento para mulheres privadas de liberdade: formação leitora sobre gêneros textuais jurídicos

Abstract

The triggering factor of this research was my concern about the fragility of training presented by women imprisoned in the Third Police District of Londrina, Paraná, regarding the competence of recognizing and understanding texts in the judicial sphere that interfered directly in their lives, that is, in their legal proceedings. During my teaching work in this prison unit in a project of remission of penalty through reading, these women told me that they received and signed texts which they did not even know their specific names, nor who was the author and the recipient of it, as well as what they served for. That often made them apprehensive because they were afraid of signing some documents that could harm themselves. Alongside this context, I decided to assist them in developing their capacity to understand legal texts. From this, I posed the question of this study: What pedagogical support for legal reader training can I provide to these women? Thus, I outlined the specific objectives: Reporting the process of applying an educational product to these women; expose information and reflections on the application. Based on a theoretical frame on literacy, textual genre, discursive domain and legal textual genres, I elaborated and applied a didactic material, focusing on the construction of essential traits of legal genres, for a group of seven prison women inmates in the aforementioned Police District, in the year 2018. I carried out the action research in five meetings of two classes each, being a meeting per week. In terms of results, the women showed a greater awareness on the importance of text reading, demonstrating an understanding of the concept of textual gender and its intimate relationship with the notion of discursive domain and presented a reasonable performance in the work of the reflexive reading comprehension concerning the recognition of relevant constituent elements of legal genres of immediate interest. Therefore, my pedagogical instrument proved to be viable and productive for its social coverage.