Literacy: the political scope of an issue
DOI:
https://doi.org/10.4025/actascieduc.v39i2.31486Keywords:
reading and writing, discourse, public educational policies.Abstract
Recently, a group of meanings about literacy has been consolidated. They refer to a dominant conception of an autonomous model of writing, connected to an individualist and cognitive background. Through a theoretical discussion based on the discursive perspective, which rescues the essential social and historical aspects of the issue, this article points that this consolidation aims at a political position. Therefore, this is about choosing a certain path and rejecting another. We question the ways this dominant meaning prevails in material discourses, such as schoolbooks produced by government programs, likeProletramento. Results report a ‘misunderstanding’ about literacy, which marks a way of signing in a discursive match of political value.
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