Literacy Challenges Worldwide

Convergence exists when considering the literacy programs as difficult to implement and a lack of political commitment in the long term, adequate teacher training and financial resources appropriate to the stated goals of literacy. From the perspective of the content of messages literate and the need for multi-sectored support are crucial. Illiteracy rates are slowly declining worldwide, but the absolute number of those unable to read or write is increasing as well. Women still are two thirds of the total illiterate numbers. 

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 has been defined as developing the skills of reading and writing in the social, aimed at inserting the subject in social practices that require such skills.

The writing, in a different way of speaking, requires a high degree of mental organization, spatial distribution and temporal location to be produced in the dialogic relationship in order to be understood by others besides, obviously, a minimum area of the alphabetic system, the its conventions and its arbitrariness. The man not only communicates something to others, but also exposes himself to the reaction of the other, that is, acts and reacts by responding somehow to his interlocutor, explicitly or covertly.

However, the form of written language do not always prevailed about the nature of man to produce its existence. In this respect, it is evident the historicity of language in certain periods of their development, in the process of verbal interaction. This is a degree of literacy, one penetrating the linguistic community, in semiological aspects of language, submitting to and interfering at the same time, the constitution of language and language as well as constituting it and through it, the word .

The studies and the evidence brought on literacy, along at least the last few years, following the direction of asserting that both literacy and literacy can be translated as indissoluble part of the same process, each with its specificities. A basic point to make this discussion is to understand that, currently, the teaching of literacy would have to report the fundamental relationships between sounds and letters, according to functional categorization, and conventional imaging of the alphabetic system, and develop the student's phonological awareness. Simultaneously, these practices would be developed in real contexts of reading and writing. These contexts are those in which the use of writing and reading, daily or otherwise, expressing the social practices, real situations of use of written language. Tickets, billboards, product packaging, newspapers, magazines, information signs, policies, etc., although media writers are commonly taken as contexts, and that context is what has been regarded as the product of an entire linguistic situation, albeit from a perspective of interaction .

But this kind of "do" literacy does not develop the concept of language that has the dialogue as the basis and foundation. The context of the text is not altered in relation to an "old" method of teaching analytical, or how you want to palavração, in which the teaching of language through phrases or single words to represent some meaning and produces certain directions, for then , chants his terms, the way has Cagliari (1998) "mounts and dismounts a" to reach the minimum units, syllables and letters.