The research analyzes the pedagogical practices provided for in the Literacy
Projects for people in spaces of restriction and deprivation of freedom in prison
units in Manaus – AM. We start with the central question: What are the
pedagogical practices foreseen in literacy projects for people in Spaces of
Restriction and Deprivation of Freedom (ERPL) in prison units in Amazonas? As
well as the following guiding questions: How are Projects organized for the
literacy process of people in Spaces of Restriction and Deprivation of Freedom
in Manaus? How are literacy courses offered to people in Spaces of Restriction
and Deprivation of Freedom in the city of Manaus? To this end, the following
specific objectives were established: elucidate concepts and theoretical
perspectives regarding literacy for young people and adults in Spaces of
Restriction and Deprivation of Freedom; identify the ways of organizing Projects
for the Literacy process; verify the provision of literacy courses for people in
spaces of restriction and deprivation of freedom through literacy projects. The
methodology applied consisted of qualitative research with a documentary
approach. The main authors used were: Onofre (2007,2014), Julião (2012,2017)
and Freire (1982, 1983, 1994, 1997, 2024). Through the results, in the Writing
My Future Project, the way educational actions were implemented were
traditional, through studies based on a book, dividing the teachings into chapters.
On the other hand, the practices foreseen and found in the First Letters Project,
initially were the planning of content and the sequence of activities, aligned with
the proposal offered, we were able to verify the educational actions described in
the document in a didactic way, such activities were foreseen, the diagnosis initial
session to assess the level of each participant, the literacy games and the
conversation circle, these activities contribute significantly to student learning.
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