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.