WOMEN AND THE EDUCATIONAL HERITAGE OF ILLITERACY

Authors

DOI:

https://doi.org/10.17058/rea.v25i2.8645

Keywords:

Women, Illiteracy, Discourse Analysis, Educational Heritage

Abstract

The observations that illiteracy rates portrait the Brazilian educational debt are common because different income strata have had unequal access to schooling throughout generations. Therefore, illiteracy has historically been associated with terms that suggest treatment, repair, cure, eradication. This research puts in evidence other dimensions of this “educational debt”: it treats illiteracy as educational heritage and places the women that have concluded the Program Mulheres Mil (Thousand Women) as the main focus of analysis. It studies what is known about these women as a social group that attend this Program, analyzing the main documents related to this public policy: Cooperation Therm (2016), Legal Base (s.d), Methodological Guide (s.d), and Primer (2014). The methodological operationalization uses Foucault’s discourse analysis on the “things said” by these women in narrative interviews, in the direction of constructing an analytical route between the discursive approximations in correlation with different discursive fields. It identifies social, historical, political, and cultural implications that form the educational heritage of illiteracy.

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Author Biographies

Marileia Gollo de Moraes, UNIJUÍ e Instituto Federal Farroupilha - Campus Santo Augusto

Licenciada em Pedagogia/Mestre em Educação pela UFRGS/Doutoranda em Educação nas Ciências na UNIJUI/Docência na educação básica, técnica e tecnológica IFFAR - Campus Santo Augusto

Maria Simone Vione Schwengber, UNIJUÍ

Doutora em Educação pela UFRGS. Professora do Programa de Mestrado e do Doutorado em Educação nas Ciências e Professora do Curso de Educação Física da Universidade Regional do Noroeste do Estado do Rio Grande do Sul (Unijuí),

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Published

2017-08-23

How to Cite

Moraes, M. G. de, & Schwengber, M. S. V. (2017). WOMEN AND THE EDUCATIONAL HERITAGE OF ILLITERACY. Reflexão E Ação, 25(2), 233-249. https://doi.org/10.17058/rea.v25i2.8645

Issue

Vol. 25 No. 2 (2017): Dossiê: Paulo Freire, 20 anos de presença/ausência: contribuições para desafios atuais da educação

Section

Artigos do Fluxo

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