This research sought to understand how conditions of social vulnerability tend to
produce school vulnerability, not ensuring education as a substantive freedom. We will
show, analytically, that despite the conditions of social vulnerability in which teenagers
in compliance with the socio-educational measure of the Centro de Internação
Provisória (CEIP Norte) are immersed, the project Reading: Space of freedom
produced effects in the identification network of interned students. We will present the
project and its execution, which, by making structural improvements to the Monteiro
Lobato library, served teenagers interned at CEIP Norte and also other students from
Escola Castro Alves, in order to promote the meeting of internees with a reading space,
when even so physical distance was one of the obstacles to access. The project,
developed by the Public Defender of Tocantins in partnership with the Public Ministry
of Labor, under the supervision of professors who advise the Thesis, expanded the
library’s catalog of literary works, as well as allowing the displacement of teenagers to
the renovated space during external activities of reading, which are noted in the
respective Individual Service Plans. The digital inclusion of the library, until then not
informatized, took place during the execution of the project through the free software
BIBLIVRE, which allowed the automation of the collection and facilitated circulation by
controlling queries, reservations, loans and returns of its copies. To say about the focus
of this work, we were interested in analyzing and problematizing the formation of
readers at CEIP Norte; pointing out the practical consequences of reading in daily
internment for adolescents and their perceptions about the reading practices
developed by the Portuguese language teacher and the unit’s pedagogue professional.
In other words, the way reading actions were applied in their various forms (literature,
computing, cinema) offered through the intervention of the DPE and its partners, in
order to get to know the young reader interned in that precarious unit in the north of
Tocantins. To guide our actions and research, in a qualitative approach, we used
participant observation and semi-structured interviews (applied to a group of
teenagers, the Portuguese language teacher and the pedagogue professional from the
CEIP Norte unit) in an ethnographic perspective. With this research, we hope to
contribute so that these young people become familiar with and get closer to the written
texts and, with that, build their own intimate space, allowing them to encounter the
unique experience of reading, meeting our human need to symbolize. Furthermore, we
hope to contribute to the reflection on the current situation of the socio-educational
system in Tocantins, pointing to the need to rethink the internment process in order to
comply with measures in an environment that does not comply with current laws and
public policies.
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