Leggere ad alta voce, per “sentirsi oltre le sbarre”

This contribution examines the pedagogical value of narrative and shared reading aloud within the PRIN “CAMBIARE” Project, which focuses on the criminal justice processes involving incarcerated mothers with their children. Adopting a qualitative and researchtraining approach, workshops based on picture books were implemented in alternative detention facilities and early childhood education settings. The study explores the ways in which narrative can operate as an educational mediator for the elaboration of lived experience, identity construction, and social inclusion. The experiences presented in the article show how shared reading aloud can support reflective processes of re-elaboration of experiential discontinuities within the analysed contexts.