Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Conjectura: filosofia e educação |
Texto Completo: | http://www.ucs.br/etc/revistas/index.php/conjectura/article/view/8831 |
Resumo: | The work developed here presents some of the reflections carried out during the Master's study, in which we propose to understand, more deeply, the implications of the debate about literacy today and its reflection on the pedagogical practices of public schools, in particular, on the practices developed by the Rural Education teachers. The effort was to bring the literacy debate closer to the theoretical-methodological assumptions of historical and dialectical materialism, as a tool for analysis and propositional commitment to the education of workers' children. The paths presented here show the character of dispute, in which the concept of literacy has been worked throughout the trajectory of Education, as well as the social forms of use of which it has been used in public schools in the country. the commitment, on the debate, of the term literacy, intensified in the last four decades, as a result of the needs placed on Education on a global scale and the demands of today's world of work. In counterpoint, we raise the importance of debating the concept of literacy in its strong and radical sense, as the ability to deepen the reading of the word and the reading of the world. As in Freire's terms, the ability to understand the world, together with the acquisition of reading and writing and all the knowledge historically accumulated by humanity, qualifies, therefore, the social role that public education plays in the lives of subjects.Keywords: Literacy. Education. Historical and dialectical materialism. |
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Conjectura: filosofia e educação |
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Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debateLetramento, um termo em disputa? As contribuições do materialismo histórico-dialético para esse debateEducaçãoThe work developed here presents some of the reflections carried out during the Master's study, in which we propose to understand, more deeply, the implications of the debate about literacy today and its reflection on the pedagogical practices of public schools, in particular, on the practices developed by the Rural Education teachers. The effort was to bring the literacy debate closer to the theoretical-methodological assumptions of historical and dialectical materialism, as a tool for analysis and propositional commitment to the education of workers' children. The paths presented here show the character of dispute, in which the concept of literacy has been worked throughout the trajectory of Education, as well as the social forms of use of which it has been used in public schools in the country. the commitment, on the debate, of the term literacy, intensified in the last four decades, as a result of the needs placed on Education on a global scale and the demands of today's world of work. In counterpoint, we raise the importance of debating the concept of literacy in its strong and radical sense, as the ability to deepen the reading of the word and the reading of the world. As in Freire's terms, the ability to understand the world, together with the acquisition of reading and writing and all the knowledge historically accumulated by humanity, qualifies, therefore, the social role that public education plays in the lives of subjects.Keywords: Literacy. Education. Historical and dialectical materialism. O trabalho aqui desenvolvido apresenta algumas das reflexões realizadas durante o estudo de Mestrado, no qual nos propomos compreender, mais profundamente, as implicações do debate acerca do letramento na atualidade e seu reflexo nas práticas pedagógicas da escola pública, em especial, nas práticas elaboradas pelos professores da Educação do Campo. O esforço foi o de aproximar o debate do letramento aos pressupostos teórico-metodológicos do materialismo histórico e dialético, como ferramenta de análise e de compromisso propositivo com a educação dos filhos dos trabalhadores. Os caminhos aqui apresentados evidenciam o caráter de disputa, no qual o conceito de letramento vem sendo trabalhado ao longo da trajetória da Educação, como também, as formas sociais de utilização das quais ele vem sendo empregado nas escolas públicas do País. Compreendemos a utilização e o empenho, sobre o debate, do termo letramento, intensificado nas últimas quatro décadas, como fruto das necessidades colocadas à Educação em escala global e as exigências da atualidade do mundo do trabalho. Em contraponto, levantamos a importância de debater o conceito de letramento em seu sentido forte e radical, como capacidade de aprofundar a leitura da palavra e a leitura de mundo. Como nos termos de Freire, a capacidade de compreensão do mundo, juntamente com a aquisição da leitura e da escrita e de todos os conhecimentos historicamente acumulados pela humanidade, qualifica, portanto, o papel social que a Educação pública cumpre na vida dos sujeitos.Palavras-chave: Letramento. Educação. Materialismo histórico e dialético. Universidade de Caxias do SulAndréa Wahlbrink Padilha da Silva, Programa de Pós-Graduação em Educação, Universidade Federal do Rio Grande do Sul, Bolsista de doutorado CAPES. Conceição Paludo, professora doutora da Faculdade de Educação da Universidade Federal do Rio Grande do SulSilva, Andréa Wahlbrink Padilha daPaludo, Conceição2021-10-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por Paresapplication/pdfhttp://www.ucs.br/etc/revistas/index.php/conjectura/article/view/883110.18226/21784612.v26.e021027Conjectura: filosofia e educação; v. 26 (2021); e021027CONJECTURA: filosofia e educação; v. 26 (2021); e0210272178-46120103-1457reponame:Conjectura: filosofia e educaçãoinstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttp://www.ucs.br/etc/revistas/index.php/conjectura/article/view/8831/pdfDireitos autorais 2021 CONJECTURA: filosofia e educaçãoinfo:eu-repo/semantics/openAccess2021-10-19T14:41:25ZRevista |
dc.title.none.fl_str_mv |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate Letramento, um termo em disputa? As contribuições do materialismo histórico-dialético para esse debate |
title |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
spellingShingle |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate Silva, Andréa Wahlbrink Padilha da Educação |
title_short |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
title_full |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
title_fullStr |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
title_full_unstemmed |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
title_sort |
Literacy, a term in dispute? The contributions of historical-dialectical materialism to this debate |
author |
Silva, Andréa Wahlbrink Padilha da |
author_facet |
Silva, Andréa Wahlbrink Padilha da Paludo, Conceição |
author_role |
author |
author2 |
Paludo, Conceição |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Andréa Wahlbrink Padilha da Silva, Programa de Pós-Graduação em Educação, Universidade Federal do Rio Grande do Sul, Bolsista de doutorado CAPES. Conceição Paludo, professora doutora da Faculdade de Educação da Universidade Federal do Rio Grande do Sul |
dc.contributor.author.fl_str_mv |
Silva, Andréa Wahlbrink Padilha da Paludo, Conceição |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Educação |
topic |
Educação |
dc.description.none.fl_txt_mv |
The work developed here presents some of the reflections carried out during the Master's study, in which we propose to understand, more deeply, the implications of the debate about literacy today and its reflection on the pedagogical practices of public schools, in particular, on the practices developed by the Rural Education teachers. The effort was to bring the literacy debate closer to the theoretical-methodological assumptions of historical and dialectical materialism, as a tool for analysis and propositional commitment to the education of workers' children. The paths presented here show the character of dispute, in which the concept of literacy has been worked throughout the trajectory of Education, as well as the social forms of use of which it has been used in public schools in the country. the commitment, on the debate, of the term literacy, intensified in the last four decades, as a result of the needs placed on Education on a global scale and the demands of today's world of work. In counterpoint, we raise the importance of debating the concept of literacy in its strong and radical sense, as the ability to deepen the reading of the word and the reading of the world. As in Freire's terms, the ability to understand the world, together with the acquisition of reading and writing and all the knowledge historically accumulated by humanity, qualifies, therefore, the social role that public education plays in the lives of subjects.Keywords: Literacy. Education. Historical and dialectical materialism. O trabalho aqui desenvolvido apresenta algumas das reflexões realizadas durante o estudo de Mestrado, no qual nos propomos compreender, mais profundamente, as implicações do debate acerca do letramento na atualidade e seu reflexo nas práticas pedagógicas da escola pública, em especial, nas práticas elaboradas pelos professores da Educação do Campo. O esforço foi o de aproximar o debate do letramento aos pressupostos teórico-metodológicos do materialismo histórico e dialético, como ferramenta de análise e de compromisso propositivo com a educação dos filhos dos trabalhadores. Os caminhos aqui apresentados evidenciam o caráter de disputa, no qual o conceito de letramento vem sendo trabalhado ao longo da trajetória da Educação, como também, as formas sociais de utilização das quais ele vem sendo empregado nas escolas públicas do País. Compreendemos a utilização e o empenho, sobre o debate, do termo letramento, intensificado nas últimas quatro décadas, como fruto das necessidades colocadas à Educação em escala global e as exigências da atualidade do mundo do trabalho. Em contraponto, levantamos a importância de debater o conceito de letramento em seu sentido forte e radical, como capacidade de aprofundar a leitura da palavra e a leitura de mundo. Como nos termos de Freire, a capacidade de compreensão do mundo, juntamente com a aquisição da leitura e da escrita e de todos os conhecimentos historicamente acumulados pela humanidade, qualifica, portanto, o papel social que a Educação pública cumpre na vida dos sujeitos.Palavras-chave: Letramento. Educação. Materialismo histórico e dialético. |
description |
The work developed here presents some of the reflections carried out during the Master's study, in which we propose to understand, more deeply, the implications of the debate about literacy today and its reflection on the pedagogical practices of public schools, in particular, on the practices developed by the Rural Education teachers. The effort was to bring the literacy debate closer to the theoretical-methodological assumptions of historical and dialectical materialism, as a tool for analysis and propositional commitment to the education of workers' children. The paths presented here show the character of dispute, in which the concept of literacy has been worked throughout the trajectory of Education, as well as the social forms of use of which it has been used in public schools in the country. the commitment, on the debate, of the term literacy, intensified in the last four decades, as a result of the needs placed on Education on a global scale and the demands of today's world of work. In counterpoint, we raise the importance of debating the concept of literacy in its strong and radical sense, as the ability to deepen the reading of the word and the reading of the world. As in Freire's terms, the ability to understand the world, together with the acquisition of reading and writing and all the knowledge historically accumulated by humanity, qualifies, therefore, the social role that public education plays in the lives of subjects.Keywords: Literacy. Education. Historical and dialectical materialism. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-19 |
dc.type.none.fl_str_mv |
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dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado por Pares |
format |
article |
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publishedVersion |
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http://www.ucs.br/etc/revistas/index.php/conjectura/article/view/8831 10.18226/21784612.v26.e021027 |
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http://www.ucs.br/etc/revistas/index.php/conjectura/article/view/8831 |
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10.18226/21784612.v26.e021027 |
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por |
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por |
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http://www.ucs.br/etc/revistas/index.php/conjectura/article/view/8831/pdf |
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Direitos autorais 2021 CONJECTURA: filosofia e educação info:eu-repo/semantics/openAccess |
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Direitos autorais 2021 CONJECTURA: filosofia e educação |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de Caxias do Sul |
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Universidade de Caxias do Sul |
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Conjectura: filosofia e educação; v. 26 (2021); e021027 CONJECTURA: filosofia e educação; v. 26 (2021); e021027 2178-4612 0103-1457 reponame:Conjectura: filosofia e educação instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
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Universidade de Caxias do Sul (UCS) |
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UCS |
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UCS |
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Conjectura: filosofia e educação |
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Conjectura: filosofia e educação |
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