Políticas de alfabetização de adultos (1945-1965): discursos da Unesco

• Ano de defesa: 2023
• Autor(a) principal: Goronci, Polyanna Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Políticas de alfabetização de adultos; Discurso; Unesco; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/17036

The aim of this work is to understand the UNESCO speeches on adult literacy in the period from 1945 to 1965. It uses the bakhtinian language perspective, which is enunciative-discursive, resulting in the multiple verbal interaction contexts. The study dialogues with the conceptions of: History (LE GOFF, 1990), acknowledged as a movement, relying on the past in order to seek, in the social and cultural contexts, the common themes for the speeches and practices that remain in the present, as well; politics (BALL, 2011; FIORIN, 2009, 2020), which conveys the notion of dominant ideology, underlies the context of historic time in which is applied or developed, is essentially linked to the authorized voices that circulate socially, undergoing daily feedback through a continuous dialogism and it is embodied of active subjects; and literacy (GONTIJO, 2002, 2007, 2008, 2014), which conceives the appropriation process of reading and writing as a social-cultural practice that must be, since the beginning, responsible for providing the constitution of subjects who are able to understand the reality they live in, taking into consideration all the contradictions, and on it, find the conditions to intervene, through reflections and responsive and nonreproductive actions. It is theoretically based on the following authors: Bakhtin (2005, 2009, 2011, 2020), Freire (2011), Geraldi (2004, 2010, 2011, 2013, 2018), Goulart (2013) and Ponzio (2010). It provides, methodologically, the guidelines related to the qualitative approach under social-historical orientation, through the document search (FREITAS, 2002, 2003; GIL, 2009). The work concludes that the most impoverished countries structure their internal policies in the field of education, grounding in the resolutions of International Agencies, for reasons that permeate the financing and direction of an overall logic workforce training adequate to the market. Specifically, in this research, the campaigns and the adult literacy programs implemented in Brazil and in other countries from 1945 to 1965 were politically and pedagogically influenced by UNESCO.