Transferencia de tertulias literarias dialógicas a instituciones penitenciarias

Abstract

The International scientific community has validated dialogic literary gatherings as a successful educational action that significantly improves both instrumental learning and coexistence. Unlike good practices or best practices, successful educational actions are defined by achieving the greatest improvements in a wide diversity of contexts, with transferability and universality as two of their main characteristics. This original article is the first publication of a research that has studied in depth a first case of transferability of dialogic literary gatherings to a prison. This study is a first step which is part of the committed continuity of the recreation to new contexts of the Integrated Project INCLUD-ED, the research on schooling with the most resources and the highest scientific rank from the European Commission’s Research Framework Programmes. The selection criteria for the case has been the seniority and continuity as it allowed us to better analyse on a longitudinal way the cognitive and social consequences of this educational activity conducted a prison. Following a communicative methodology of research, a documental analysis of the material written by the participants – between 2001 and 2012- and the correspondence of the inmates from the prison was conducted. The analysis of the fieldwork: 5 communicative daily life stories from people taking part in the literary gathering in the prison and to 1 relative, and 2 in depth interviews to its moderators; inform us about the influence that it has had in their lives and paths after coming out. The results indicate the transformative power of the dialogic literary gatherings for the social reinsertion of participants, by emphasising the instrumental dimension that accelerates learning, creates meaning and establishes solidarity ties.