Writing & Reading Connection with Literacy

Summary:

Linguistically, read and write is learning to encode and decode the alphabetic code. To put it more clearly: literacy is the appropriation of the written code, because learning to read and write the student needs to relate sounds with letters, to encode or decode, this is the specificity of literacy. 

Worth of Writing for Literacy:

Little is known in the field of writing in junior high limits, because there is little enjoyment of reading. Therefore, it is perceived that the student body suffers from lack of ideas for the simple fact that he did not get a reading level that allows such ease in the process of thinking and forward their ideas on paper,. The ability to articulate words in the form of expressing their thoughts in a cohesive and coherent is manipulated by the ability to read not only decoded the signs, but had provided the association of the contextual reality.

Specifically, in the classroom, literacy means that a disseminator of knowledge, didactically teach students to read and write appropriating the powers of the understanding of the signs.

Worth of Reading for Literacy:

It is felt that the reasons for a student to not achieve success in their written production are numerous, but only highlight the lack of reading as a decisive factor in the emergence of this social illness. The emphasis of world education is on literacy, which makes only a student's decoding graphic symbols, preventing him from going to the lines of text to make a deep reading in an attempt to interpret it. It is known that reading is an essential tool in the construction of knowledge, not only for construction of a text, but also for construction of the individual, to promote their worldview that knows pan balance the academic and popular knowledge.

The above finding supports the construction of mediocrity not only in school life, but affects all other areas of life that individual, who as a result of this poverty of not being 'literate

Conclusion:

The process of literacy or literacy does not happen spontaneously, Finally, the student learns to read by reading, write by learning writing in a literacy environment becoming a good citizen to read with meaning, function, feeling, creating, having a teacher who teaches the truth, understands the specificity of literacy and leads the process with educational activities that promote learning

Worldwide Literacy

Summary:

There are big differences between the number of illiterates in developed countries and the so-called third world, and these also between men and women (who often have less access to the education). It is estimated that in 2000 there were about 90 million illiterate people, according to UNESCO.

Literacy worldwide:

The opacity data from certain governments do not support the detection and solution of the problem. Former countries of communism are doing greatest efforts in this field. Literacy is one of the indicators taken into account to calculate the progress of a country.

It is for the acquisition of literacy help the student to be as a person, and thus, to know yourself. An important way forward is to explore the various types of texts in a pleasurable way, highlighting the practice of awakening the interest and attention of learners, developing imagination, expression

The grandeur of the process of teaching can not be understood only as a way to teach but to learn and evolve, thus allowing an interpretation of interpretations of the world and understanding what is read. In this sense, literacy has an important role, driving the kids to the acquisition of oral language, reading and writing with enjoyment, that is, you feel happy to be in the classroom of ideas and the enjoyment of reading and writing. Opportunity situations in which children can interact in the process of knowledge construction, allowing its development and learning significantly, directing a healthy dialogue between child and book.

 Trends

The traditional trend by recognizing letters and associating each phoneme and its casing, come to decipher the words and phrases. Is the usual method of schools with children. Others, however, believe that adults with better use meaningful words to encourage them,

because the capacity of learning tends to be lower than that of children. Often the words

are based on actual objects or illustrations to clarify its meaning. Knowledge of the

environment, which is much greater than that of children, aid to progress more quickly.

An added problem is unknown when the student comes from another language and culture, as with the phenomenon of immigration. In this case it is advisable to help correlate what they learned with the original language. The new challenge is raised we are told to use new technologies to prevent the digital divide that can mean the Information Society.

Conclusion:

Words only have meaning in statements and texts that are meant to signify and situations. In this context, the language is not only the vocabulary list of words and sentences, is through dialogue that the communication happens. Are the subjects in natural interactions that give meaning to words only. Hence, literacy should not be understood as a capacity building related to perception, memory and training of sensory-motor skills, but as a process in which children have to solve problems in logic to come to understand how the writing in Portuguese is the language and thus can read and write independently.

What is Functional illiteracy

Summary:

The term illiteracy is the inability to designate an individual to efficiently use the skills of reading, writing and calculation in everyday situations. In general, the 'illiteracy is the inability to read or write simple sentences in any language. And Is also called functional illiteracy.

Functional Illiteracy details:

Illiteracy is the inability to understand written material or writing. According to the planning of many education systems, literacy and knowledge of numeric skills are to be acquired in the first year of primary school. More broadly, illiteracy also shows ignorance of topics considered essential, such as the 'computer illiteracy or political.

Unlike illiteracy strict sense is the so-called functional illiteracy, with which denotes the inability of an individual to efficiently use the skills of reading, writing or understanding numeric in everyday situations. It is not therefore an absolute inability, because the individual still has a basic knowledge of reading and writing, using, however, incomplete and not optimal.

Features of functional illiteracy:

When you are illiterate, there is nothing that which you can read or write. In contrast, those who are functionally illiterate, has a mastery of basic 'literacy (reading and writing texts in their native language), but with varying levels of accuracy grammar and style. In short, when confronted with printed materials, functionally illiterate adults can not operate effectively in modern society and can not adequately carry out basic tasks such as filling a job application, understanding a legal contract, follow written instructions, read a article newspaper, read the road signs, consult to a dictionary or understand the time a bus or even dial a mobile number. Functional illiteracy also severely limits interaction with information and communication technologies (eg. use a personal computer to work efficiently with an application for the word, the web browser, the spreadsheet, or a mobile phone).

What Research says about Illiteracy:

A study on Literacy at Work ("Literacy at Work"), published by the Northeast Institute in 2001, noted that the economic losses attributed to deficiencies in basic skills billions of dollars annually because of low productivity, errors and accidents caused functional illiteracy. Research Sociological has shown that countries with lower levels of functional illiteracy among their adult populations tend to be those with the highest levels of scientific literacy among the lower class youth who are approaching the end of their formal academic studies. This correspondence suggests that a contributing factor to the level of civic literacy of a society is the capacity of schools to ensure that students achieve the required functional literacy to understand the basic texts and documents associated with a competent citizenship.

References:  

1.         ^ (EN) National Assessment of Adult Literacy (Naal).  28/12/2008.

2.         ^ (EN) Kirsty Scott. "Sounds incredible". Guardian.co.uk, 08/10/2007. Retrieved on 28/12/2008.

3.         ^ ALL - Adult Literacy and Lifeskills. Literacy and skills for life. Retrieved on 28/12/2008.

4.         ^ Henry Milner, Civic Literacy: How Informed Citizens Make Democracy Work,  UPNE, 2002.

What is Digital literacy

Summary:

The next challenge facing us in terms of literacy is the lack of awareness with new communication technologies by large sectors of the population. It's also known as fracture or digital divide.

Digital Literacy in Digital Age:

In academic world there is an old debate about what is digital literacy and what must consist of digital literacy. There is no clear agreement on how we had to call the process of bringing people to the information technology and Knowledge: digital literacy, informational, computational technology, electronics, etc.. Are some of the terms and stir author introduces nuances characteristic to differentiate from each other.

Therefore, we can understand the process of acquiring digital literacy knowledge necessary to understand and properly use the info technologies, and technologies (technological tools and resources these can be physical or not) and to critically respond to stimulus for requirements of an increasingly complex informational environment, with variety and multiplicity of sources, media and services.  Digital literacy with a double objective: to overcome the digital divide and promote integration, socialization and employability of these people in society. The person appropriates part of the knowledge and proper use of the computer to construct an interactive society, mainly based on cooperative work and team from the dynamics of equity and inclusion.

In this sense, since we are not referring to digital literacy but education. In this sense, digital literacy is based on values education and fostering critical-reflexive reality. It is also an opportunity to improve the quality of life of people discovering talents and abilities that are integral in the development of everyday life. The dynamic role of the person is to guide and transmit knowledge in an attractive and easy way and encourage the training of people. It is a term that emphasizes literacy. In short, digitally literate possess the skills necessary to survive in the Information Society and to act on it critically. It is up to them to attend the latest of education as a tool for social transformation.

Conclusion:

Therefore, referring to the commitment of a multidimensional model of literacy, active and dynamic a fundamental political-ethical background that goes far beyond the simple

acquisition of skills to use the computer or another device to access the network and

therefore largely beyond the field of computing. A concept that requires skills and

knowledge but also critical toward attitudes and awareness. In that sense, approaches the concept of information literacy, defined as the ability to access and use of reflective, critical and intentional information.

UNESCO & World Literacy

What is Literacy:

Literacy - the term referring to the basic resources of knowledge and skills necessary to participate in the social life of the human community. Required set of these resources depends on historical factors and socio-cultural. Subject competencies acquired throughout life of the individual and recognized in a given period as a fundamental, which is subject to the requirement of social and social control. This concerns both the characteristics acquired in non-formal education, as well as through the formal education system. Literacy refers not only to reading and writing skills, but also the basic knowledge of mathematical, geographical, biological, physical, technical and social skills as well as the use of the computer and the Internet.

Detailed Definition of Literacy:

The literacy is the action and effect of teaching reading and writing large masses of adults and educates them; is the action to teach people to read and write a region or community. In the final report of the Fifth International Conference on Adult Education, organized by UNESCO, it was concluded, "the acquisition of knowledge and basic skills we all need in a rapidly changing world, and a is a free fundamental right of human beings. " The literacy is the ability to be literate. Often includes the ability to master basic operations of calculus and have minimal cultural notions to survive in the environment.  Many politicians consider the literacy rate (the percentage of a region that can read and write) as a crucial measure of human capital and access to new employment opportunities and development in society as well as the ability to produce wealth and social equality. For others, it serves, as an indicator of the culture of a country is another factor to take into account their level of development.

Literacy learning is often considered the first level of adult education courses and the first equivalent of primary education. Many countries have carried out literacy campaigns, usually in correlation with phenomena of profound social change: the reform in Germany, the French Revolution, the Russian Revolution, the Cuban Revolution, etc.. The foundations of literacy campaigns started worldwide in 1962 and some consider that basic education started in the nineteenth century.

Literacy in Meeting of General Assembly:

The UNESCO, the meeting of the general conference of November 1960, laying the foundations of a global literacy foundation, and the General Assembly of the UN in December 1961 asked that the agency responsible for it; their job is to coordinate the various activities and make the curriculum and to furnish advice, technical experts and clarifications to the states. There are big differences between the number of illiterates in developed countries and the "third world", and in these countries, there are big differences between men and women who are often have less access to education. According to UNESCO, it is estimated that in 2000 there were about 90 million illiterate people. The opacity data from certain governments do not support the detection and solution of the problem. The countries of the former Soviet bloc made greater efforts in this field. 

UN Struggles for increasing the Literacy Rate Worldwide

UNO Literacy Goal 2003-2013

The literacy rate is one of the most important development indicators. The OECD calculates the literacy separately for 15-24 year olds, since the results of educational efforts are effective on a country's fast economic growth, and the literacy of young people (mostly the in developing countries a large proportion of the total population). The OECD has set  the goal till 2015, the literacy rate of 15-24 year olds in all countries to increase 15 to 99%. The United Nations has UN Literacy Decade explained for the years 2003-2013.

862 Million Illiterate People Worldwide according to 2003 Report:

The literacy rate in countries with low and average per capita income since 1960, rose from one third to over half. In 2003 were 862 million illiterate people Worldwide. Lack of education is one of the biggest obstacles of social development. Particularly affected are poor and populous countries such as Bangladesh, Brazil, China, India, Indonesia, Egypt, Mexico,  Nigeria and Pakistan. Literacy is an integral element and necessary condition for development of a country to change its citizen into a great nation.

UNICEF & its Partners:

In many countries (particularly in Africa) is the male literacy rate at much higher than

 women, since women and girls access to education often are denied there. UNICEF came  with a variety of programs launched for non-profit organization. UNICEF has set itself the goal, the literacy in particular children and young women and increase their access to the world of education in order to provide full literacy to poor countries. In many projects, UNICEF is to ensure that privileged children learn to read and write. This voluntary commitment has strong and great support of UNICEF in public - both private donors and companies help for this fund with big amounts. The international partners include

• German Post
•  ING Bank
•  Mont blanc
• Procter & Gamble

Montblanc, for example, its brand, the writing culture is deeply rooted in, UNICEF supports the Children since 2004 with various global initiatives to combat the global problem of illiteracy. in this context, the campaign for Good Signature with a specially created collection was introduced in In 2009 its name was called “into life”.

The process of literacy and literacy in schools

Summary:

This article examines the theoretical assumptions and empirical results from three different perspectives that guide research in adult literacy. It is based on a review of recent literature on the subject, most of which appeared in books and periodicals in English. The perspectives are: literacy as a decontextualized basic skill literacy as social practice embedded in local condition (literacy) and literacy (literacy) as a tool.

The process of literacy and literacy in schools:

            The challenge of teaching in school is to get children to read and write spontaneously, creatively, constructively, and that should be in the realm of written culture. In this sense literacy in kindergarten is very important because the kid start learning the letters, before anything else, It provoke and awaken in children the desire beside the pleasure of reading and writing, placing them in a dynamic way in the universe

Of  reading and writing.

the last assessment (SAEB) National System for Basic Education Evaluation, reporting that approximately 33% of students with four years of schooling are illiterate, because the illiterate child ends the 4th grade. In addition to the pupils reach the 8th grade with poor schooling.

The exploration of the significance of one or other linguistic element can move towards two directions: for the upper stage, the theme, in which case would handle the inquiry of the contextual meaning of a word given conditions to give any concrete. Or may tend to go lower stage, that is about meaning: in this case, will investigate the meaning of the word in the language system, or in other words the analysis of the dictionary words. (Bakhtin, 2004, p. 131)

No exception to our understanding of the fact that the total withdrawal of all components of the stream of speech has their limits, it is not always thinking of others can actually be grasped in all its nuances, in all its replicas mental in their responses unexpressed. But still, we believe it possible to move from description to reflection of the teaching / learning the language, working with those elements that allow for even identical words in spelling, lead to an understanding of the articulation and grasp its meaning.

The differences found concern: the concept of literacy / literacy, literacy attributed to the potential for national development and improvement of social conditions, the possibility of a valid standardized measure of literacy skills, the role of mediators in the process of literacy and the power of context in the determination of literacy as a stable. Convergence exists when considering the literacy programs as difficult to implement and lacking in political commitment over the long term, adequate teacher training and financial resources appropriate to the stated goals of literacy. 

Conclusion:

From the perspective of the content of the messages literate and the need for multisectoral support are crucial. Illiteracy rates are slowly declining worldwide, but the absolute number of those unable to read or write is increasing. Women still account for two thirds of the illiterate. Current conditions of poverty and the mechanisms in place to counter its manifestations work against students' participation in literacy programs and against the subsequent application of literacy skills to everyday life.

REFERENCES

WILLIANS, R. Marxism and Literature. Rio de Janeiro: Zahar Editores, 1979

The Importance of Literacy Education for Youth and Adults

Summary:

 This article is about literacy of adults as a big issue and the importance of literacy for the Education of Youth and Adults as well as the social function of literacy. The article aims to assist in construction of ideas about the term literacy and reflection of it on social issues involving the citizen facing with common literacy and education problems a society.

Importance of Adult Education:

The process of teaching and learning of young adults aims to meet the principle of adequacy of technical methods and educational resources for the betterment of the cultural and subjective realities of that society. 

 From this, we know that knowledge is acquired through social interaction, and is made from the individual's relationship with the social environment, considering the experiences of life and other factors such as

·        Cultural values

·        Religious beliefs

All that for a culture considering that a significant learning to take yourself from a process that provides a critical analysis of the social practice of men, contributing to rethink the way they act in the world." If the social aspect of learning concerns the values and collective aspirations with an act of creation and recreation, and is therefore impossible to speak in neutral education. Likewise, the dialogue appears as a foundation for constructing the subject as a mechanism for understanding the social structure, awareness and transformation of a topic. results from the interaction between the structures of thought and social context, Learning  occur in a way that would be necessary to face challenging situations that provide the student arrive at more elaborate levels of knowledge, requiring the intervention of other subjects. And in such a process of construction where action of the subject on the object to be known and friendly." 

           In a society permeated by practices of reading and writing, social gatherings, not only in an institutional setting, note that the teacher's role increasingly transcends the four walls which define the classrooms, and pedagogical practices interfere directly in the development of the students in building some thing more incredible then just a society, where morals values are practiced.

Conclusion:

The traditional pedagogical practices disconnected from reality do not meet the actual need of the individual who needs interfere with their social reality. In our daily life is easy to see people not literate in use of reading and writing. Even without mastering these technologies, they recognize the importance and necessity of their uses, because they do not want to suffer from exclusion and that in this sense, conquer social dignity that individuals literate in the conventional standards are not misusing them.

Statistics of Illiteracy

Summary:

Summarizing this article the lack of literacy is illiteracy according to criteria of UNESCO - above the 15th years of age not more then 23rd year People having no skills of reading and writing are called illiterate.

Language and Literacy:

Working with language constitutes a basic axis in the literacy process, given its importance for the formation of the subject, for interacting with others in guiding them , the construction of much knowledge and psychomotor development and affective. We understand that the area of language arises from its use in various circumstances in which children can understand the social function it exercises through these acquisitions and develop different skills. Thus, learning of spoken and written language is an essential element to enhance their chances of integration and participation in social practices.

Literacy in Third World Countries:

In today's wealthy industrial societies the problem is absolutely marginal, usually for less than half a percent of the population. In the countries of the Third World goes back a dozen or even several dozen per cent of inhabitants. Currently it is estimated that in Europe is 3% of illiterates in South America. - 15% in Asia - 33%, and Africa - 50%.

In Poland, illiteracy was a legacy of political conquerors who sought to restrict education. In 1914 the Polish lands were 57% illiterate people in the Russian zone, 40% in Galicia , and 5% in the Prussian partition. According to statistics in Poland in 1921 was 33.1% illiterate, in 1931 - 23.1% in 1960 - 2.7% in 1978 - 1.2%.

Literacy in Developed Countries:

It is not easy to assess the scale of secondary illiteracy and functional (concerning the inability to understand and use printed information and graphical representations such as icons, charts, diagrams), which is the practical inability to use the written word: a lack of understanding of the content of simple instructions, inability to fulfill the simplest forms. The same is true of mathematical literacy, to render people unable to verify the account at the box office window, not to mention the calculation of taxes. The study of these issues is sometimes very different results, depending on the adopted criteria. This percentage is even in rich countries may reach 50 or more percent. For example, estimated that 77% of Americans, 47% of Poles and 28% of Swedes have problems understanding the text, and as efficient language can be called in these three countries, respectively, only 2%, 21% and 32% of the population (according to the International Adult Literacy Society.)

Conclusion:

Although the primary fight against illiteracy goes by relatively simple methods (although, even for poor countries, they tend to be too expensive) - by providing basic education for all children, so the phenomenon of re-emergence of illiteracy is much more difficult to master and must involve the dissemination of reading among the general population - encourage the use of libraries, bookstores, newspapers, Internet. Thus we may also say that Process of decreasing illiteracy is literacy.

Schools Teachers and Literacy

To mastering reading and writing requires effort of the students who are part of the school and society, as without exerting such activities is difficult to understand what is presented constantly in challenging life.  The types of information are diverse, whether at home, on the street or at school. Teberosky and Colomer (2003) pointed out that another type of material consists of texts found in the patients at home, like the labels, signs, trademarks and logos printed on packaging made from a wide variety of materials such as paper, wood, tin, glass, plastic, cloth, pottery, etc.. as well as brochures, marketing materials, manuals with different fonts and colors.

We have a company in the midst of infinite diversity of texts produced by the man himself and that support for the informal practice of reading. Interpret the readings made daily task is crucial for those who consider learning as much as reading the writing is essential to a better quality of life. The readings have also made daily, in addition to its relevance for the processing of information, influence on human behavior in their placements, active participation in matters that have more intimacy. This happens when the reader is confronted with issues that understand its role and other aspects related to the content highlighted. In short, reading is the art of understanding the writings and the writings mostly meet with a social function is to teach, inform, move, etc..

            Concern about the quality of the teaching of reading and writing should be a concern of both the school and the family and society itself, so it has a collective ideal regarding the teaching quality of specific activities, because we live in a politically democratic society, where individuals have freedom to express their thoughts and ideas on issues relevant to the progress and quality of education in the country.

            The process of literacy and literacy activities as part of the lives of individuals directly, in the case both at school and in society. A child in your school context is subject to the mastery of reading and writing, since it is through the process of literacy the child or the illiterate adult in school comes to see the letters not as isolated units but as part of a whole.

Conclusion:

            The contribution of Educational Psychology in the process of literacy and literacy today has been featured in schools in general. This is because through studies of pedagogy with psychology the care of children requiring special care has improved, since one of the concerns of educators and directly involved in the process of teaching and learning is centered on the cognitive development of students in various forms of teaching.

Role of Comics in Literacy

Summary:

Some educators still seem angry about this idea and turn up their noses at them, but is increasingly proven that comic books are an excellent way to encourage reading and literacy help in both children and adults.

Different ideas of Famous People about comics:

The attraction and interest aroused by the comics’ even help the teaching in the classroom. Being human we love to remember for a long time which remain close to our nature and these comic books look so interesting and close to our nature, According to the award-winning cartoonist Bira Dantas and the journalist and writer DJota Chapman, author of Giving tailored so only strips, Education and the book is on Gibi (Papirus publisher):

Famous Comic Characters:

The comics are a medium known as broad and diverse cultures that hardly anyone not recognize at least one of the characters listed below:

• Monica
• Superman
• Goku (Dragon Ball)
• Spiderman
• Donald Duck
• Ghost Calvin
• Mafalda
• Snoopy
• Velta, Hagar

"The comics are not mere entertainment and can be used very well to teach, not only in school but also in other environments," said Bira, who in his long career has used comics to teach concepts in diverse areas such as trade union For example, besides having strip cartoon classic works of literature - including Don Quixote and Memoirs of a Militia Sergeant.

DJota Chapman adds that an increasing number of teachers who discovers in comics feature a relatively inexpensive and interesting to approach their students. "In times in which the teacher dispute the attention of students with internet, video games, iPods and worse things like drugs and crime, for example, a tool that attracts the attention of a large part of them effectively is something too good to be placed aside, "he says, adding that it uses comics to educate them in a beautiful way.

Conclusion:

"Historically, it emerged prejudice against the cartoons, and over the same arguments - they are violent, they have little depth, teach children to have bizarre behavior - which were released by the world in the 40, 50 and 60. However, while developed countries quickly proved that such arguments were not valid and saw the potential of comics, in developing countries it took longer to happen. There is no doubt that comics serve as an advertising medium and literacy.

Reading And Writing Practice (Second Theories About Literacy)

Summary:

Social relations in a given complex movement could no longer be reduced to the immediate level and hence the need to spell symbols to establish communication with the other, in another time and space. In this sense, writing has become a historical necessity.  As we look to society, we see that men in a given context felt the need to produce words, codes, and social development and thus he felt the necessity of writing. 

Necessity of Reading And Writing Practice in literacy:

All of us, including teachers, professors and educationalists know that teaching and learning written language is very complex and difficult. Some conscious of this complexity and difficulty argue that the child's stage of mental maturity would not be able to grasp the the syntax easily and thus establishing a relationships with social values in those words which he/she learning. However, this is a vision with which we disagree, since the relationship chart-social meaning and give meaning to what we are told, making it much easier to acknowledge. The mother-tongue teaches teaching and writing, and such a social factors that motivate their learning,,

Words alone don’t make a meaning but themes, thus The theme is a sign system dynamic and complex, which seeks to adapt appropriately to the conditions of a given moment of evolution. The theme is a reaction of consciousness evolving to be evolving. The significance is an apparatus for carrying out the theme. is impossible to draw a boundary between the absolute mechanical meaning and theme. There is no theme meaningless, and vice versa. Furthermore, it is impossible to describe the significance of an isolated word (...) without making it the element of a theme, i.e., without constructing an utterance, an 'example'. Moreover, the subject must rely on a stable meaning, otherwise it would lose its link with the foregoing and what follows, or he would lose, in short its meaning. (Bakhtin, 2004, p. 129. Emphasis author's)

Beyond these explanations, Bakhtin brings several other elements that need to be considered in relation to the theme and meaning, in order to understand the distinctions and interrelations between them, to form a solid science of meaning in which the distinction "is particularly clear in connection with the problem of understanding. "

In our examples, a word taken as text, as the unit of meaning in this dialogic relationship, must be permeated by the elements to resume the story of their training, including those non-verbal, that are outside the immediate reach of its formation graphics. 

Conclusion:

The centralization of education only in word, a phrase, an anecdote, not to recover the stream of speech, language expresses a concept that by failing to consider their non-formal, does not cover the senses of teaching and learning mother tongue, which can only be understood in the context of the complete expression. The author says: The dialogic character of language begins then by understanding Fully how to process understanding and its relation to meaning. And that is the conclusion of our whole article. Hope you enjoyed thanks for reading and happy weekend.

Philosophical approach to literacy

We find that many literacy can act with purpose and belief that they are literate in a contextualize way, as a consequence. When working with text as the unit of meaning, a word that produces meaning and belonging to a socio-communicative can be understood as text, and still be under the student's reality, because ultimately the product that "supports" the word there is an explicit social belonging in the world and is known to the student.

But in this example, context and text support are mixed. Confused because the teacher leaves a gap between intention and action. The teacher wants an actual text to relate to the reality of the student but does not go beyond the image, does not reflect the product and human relations. And what could the prospect of teaching by text, allowing an extension of the senses in the apprehension of the social, living and changing language, comes to define itself as something static and dead. That is, the language in petrified object, in the product.

Following the thinking of Bakhtin (2003), which is different than many theorists and linguists have argued (and still defend his followers) do not acquire language, mother tongue, especially. When we are born, the language already existed, so someone who preceded us in the course of human history already invented. And try to understand, learn (and teach) the language that requires entering a living stream of language, speech, grasp it in its nature, primarily in the social relation, to, from there, to form our conscience by the word. Otherwise is to say that our consciousness is not confined to writing. Thus, our universe, our consciousness develops only because we have a universe of words, signs, and translate that form our thinking, refracted reality of linguistic communication in dialogue. Therefore, the essence of language is not "reducible to individual creation of the individual" (p. 270).

Proposals to be developed skills in foreign languages in high school

·        Year 1: Reading, writing and oral communication practice.

·        2nd year: Reading, writing and oral communication practice.

·        3rd grade: Reading, writing and oral communication practice.

Where we propose worked for three years in high school. The work should be read in continuity, although with a change in perspective, we also see that some schools or regions may enhance the development of reading in the third year, to help students in the proof of the entrance exam.

Along these lines, we noted that the words, linguistic signs, which represent the intentions of marked moments in the speech, the meanings of the signs themselves,  suffer from the refractions of the listener / speaker in that it reflects the social reality. 

Conclusion:

In view of literacy that the dialogue is beyond the static product and ready - and here we also understand the language and not just the marketing product - opens the condition to allow the entry of children into a world of letters and symbols marked by its own refractive index, ie, how the student can perceive and react to what is presented to you. We are not dealing here about the transformation that the language suffers in its physical aspect, phonetic, due to the particular mode of utterance of each speaker, the looseness of articulation generation, or the mental representation of a part of the lexicon by the listener in relation to the word heard (Lemle, 2002, p. 45-61). Instead, we are talking about the apprehension of the meanings of words, the seizure of the complete expression that produces it and this is the conclusion of our this article. Thanks for reading.

PROCEDURES OF LEARNING OF READING AND WRITING

Learning to read and write, nowadays, has become increasingly accessible, since it is considered an essential activity for human communication. In the various aspects of teaching and learning, whether formal or informal knowledge, so we have many ways influenced the cases cited the example of the types of existing writings in the social order and the systematic use in school. Thus, it is for individuals to interact with existing resources so that the use of reading and writing is present.

The mastery of such skills, and allow the man a better understanding of the universe, leads him to look with fresh eyes, before he considered horizons do not exist, the example of journalistic information, scientific, etc..

Master reading and writing, today, is to relate facts in view, always, to achieve goals. So we can say that to act amid the companies to the area of reading and writing is to have determination and goals, because reading and writing are only important because they have great utility in human relations, communication and socialization both with others and with elements that are constantly emerging and increasingly elaborate.

Teberosky and Colomer (2003, p. 27) state that:

The situations of everyday interaction, when you go shopping, for example, are kept in the kitchen when the purchased goods or when preparing the meal, which may be an opportunity to learn other ways to sort and interact with the written text.

 

            It is intended in that article to analyze the process and the concepts of reading and writing in a pedagogical perspective, as well as take into consideration all relevant aspects of certain activities, for both the student and the teacher at school.

            We know that the child goes through a series of challenges until the reading and writing take place, one of the challenges faced by educators today is to socialize with others and with the middle school. It realizes that it is the educator and student involved and constantly thinking about what presence in school, so that from these challenges and accomplishments learning happens naturally without restrictions and insecurities.

            The reading and writing has been seen by educators as a challenge to present such complexity that it deserves special attention. Previously, they had few concerns with this process. However, in recent decades this has been a key point for discussion.

            Generally, the Educational Psychology has made contributions to the discussions on the learning of reading and writing and has brought great ideas, especially in the case of issues that typically affect children beginning literacy.

Conclusion:

Note that the media, both written communication, including access to TV, radio and computer, all have their relevance in the universe of the reader, since the other activities to develop reading and writing, especially with more ease than is necessary to coexist with them constantly in order to do them properly and take seriously their duties at school and in society.

Literacy With deep Meanings

Summary:

Summarizing the article each individual has his pace to develop his skills and advancement in career and life, which we call time and experience. But what time and experience is it? If we ignore this time, calling it the peculiarities of each individual, without intervening in the learning process, we compromise all your creative potential. It is for the educator, to understand and find ways of mediating knowledge and diversifying their activities, according to the difficulties and abilities of each learner. It is necessary to know every difficulty. This is when mediation jurisdiction has its importance. It is necessary diagnostic intervention by experts, to detect possible causes that are not leading the process of appropriation of learning as a whole.

 For a literacy with meanings:

When faced with failure, school dropout, repetition and lag / age / number of students, we are often disappointed. In this society of information technology, where everything is rules and updates daily, many attempts are unsuccessful, for there is often no appropriation of knowledge for lack of sense of what is offered as a product of education itself. 

What happens, in fact, is that the child comes to school full of desire to learn and suddenly lost the taste for study. This is because he does not understand the teaching-learning process with no practical sense. The way this process occurs will enable advances or setbacks in school performance.

Looking at ourselves, we can answer these questions. When the child arrives at school, hopes to find a leader, someone you can trust, expect to find in the heart of a schoolhouse where they nest. However, this only happens when the teacher establishes a link. It appears daily in the dialectic that

·        The teacher does not go through a child's life, but helps to form it. 

·        He does not put dreams in the mind of a teen, it helps to realize them. 

·        Does not transmit knowledge, facilitates the construction of it.

·         Do not give lessons with his students create a learning environment 

·        He don’t  give grades, but evaluates each position taken in front of what will be offered.

Making a difference in education is not to do it all again every year. You do what all other have done and failed. The difference is in the potential of each, but that is not always valued. Here is the explicit understanding that there is no distance between evaluation, emotion, theory, collective planning, democratic management and above all a meaning in everything that takes place. The pedagogical management of a school focused on literacy, construction of knowledge and autonomy of their children, runs through the redemption of the liability due to professional duties assigned at the time of its formation, ie, all who choose the noble task of teacher must actually believe that it is capable of transforming generations Assuming that the library is the heart of the school, which makes beating the body of the school is reading. It is incumbent on educators to allow it to happen. Just as in reading the books, the student will read the world around you. The routine must return to be interesting, the succession of days without a thorough culture of "spectacle" at any cost. We must change the way the look. There is still time to plant and harvest. Just prepare the ground, pick the seed and sow in time and places.

"The man knows what he knows, but he needs a mediator, to understand what the mediator belive and teach you to believe. For it is the interaction that happens of  true understanding of what is said knowledge. "

(M. de Fatima M. Baumgärtner)