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
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