Literacy of young people and adults: from the discourse of combating socioeconomic poverty to curricular policies
DOI:
https://doi.org/10.5212/PraxEduc.v.16.16809.051Abstract
This text is a result of the learning that comes from listening to otherness that re-signifies thoughts about literacy in the historical-social context of literacy of young people and adults in Mozambique. Discussions around Foucault’s studies and Mozambican legislation enhanced the construction of the text, whose aim was to understand and question the place of literacy as a right in political discourses to fight poverty, relating them to curricular practices in the Mozambican context. The idea of thinking about a curricular perspective that favors all subjects of school space and time stands out. This view of literacy is woven as a right to education with special reference to the Education of Youth and Adults. For this reason, it is necessary to promote the valuation of local experiences and the different subjects of pedagogical processes as one of the possible ways of elaborating curricular policies and practices in the literacy of young people and adults.
Keywords: Literacy. Illiteracy. Curriculum. Right to Learning.
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