This paper derives from an ongoing doctoral research in Arts Education developed within a public university in the Brazilian Amazon region. The study investigates rap as an artistic-psychopedagogical mediation process in socioeducational contexts, focusing on creative, emotional, and cognitive dimensions of learning among incarcerated adolescents. Conducted in 2025 at the Socioeducational Unit 1 (UASE1) in Ananindeua, Pará, in partnership with the State School Professor Antônio Carlos Gomes da Costa, the project involved a series of rap and art workshops that explored composition, drawing, and performance as forms of reflection and self-expression.Grounded in the theoretical contributions of Freire (2011), Vygotsky (2007), Wallon (1942), and Gainza (1990), the research adopts an action-research and aesthetic-psychopedagogical approach, integrating observation, dialogue, and creative production. Through these mediations, the participants—adolescents living under socioeducational measures—transformed their personal experiences into poetic-musical narratives. Two case studies are highlighted: Michel, with his visual-musical project Minha Mão, Minha Vida (“My Hand, My Life”), and Jonathan (MC Black), whose trap compositions express resilience, self-reflection, and the desire for recognition.The results demonstrate that rap, when approached as an artistic-educational practice, stimulates symbolic elaboration, emotional self-regulation, and collective authorship. It also enables the construction of new meanings of identity and belonging, turning socioeducational spaces into territories of creation, listening, and re-existence. The paper discusses how musical art, mediated by affective presence and cultural listening, can foster critical consciousness and transformation within socioeducational institutions, expanding the possibilities of music education in marginalized contexts.