A Unesco, a Cepal e a agenda desenvolvimentista latino americana para o séc. XX : o “Combate” ao analfabetismo e a modernização do estado brasileiro (1946-1964)

• Ano de defesa: 2025
• Autor(a) principal: Soares, Martinho Guilherme Fonseca
• Orientador(a): Gontijo, Cláudia Maria Mendes
• Banca de defesa: Bittar, Marisa , Valle, Maria Teresa Esteban do , Simões, Regina Helena Silva , Costa, Dania Monteiro Vieira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Doutorado em Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação
• País: BR
• Palavras-chave em Português: América Latina; Unesco; Cepal; Desenvolvimentismo; Políticas públicas; Analfabetismo; Latin America; Developmentalism; Public policies; Illiteracy
• Área do conhecimento CNPq: Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/20713

This thesis is structured as a research report of a historiographical nature, written from a Bakhtinian perspective on language, and grounded in the theoretical framework of Transnational history. The study investigates the public policies aimed at “combating” illiteracy implemented in Latin America and, more specifically, in Brazil during the period from 1946 to 1964. This time spam covers the post-Second World Was context, marked by the management of the economy and education by the Welfare State and by the rise of developmentalist ideas. The work seeks to discuss the influence of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Economic Commission for Latin America (ECLAC) in shaping a developmentalist agenda. Drawing on Dialogic Discourse Analysis (DDA), it identifies educational connections and guidelines at the Latin America level, offering new perspectives for understanding the role of international organizations in planning public literacy policies throughout the 20th century. The research seeks to understand how the actions of these organizations shaped the educational policies of the time, using strategies to ‘combat’ illiteracy as a crucial vector for modernization. In the end, it argues that, during this period, literacy emerged as a cross-border phenomenon, driven by strategic planning and a strong appeal to economic and social development, so that the teaching of reading and writing was closely tied to the ideals of modernization and industrialization, especially in the developmentalist Brazil.