A alfabetização de jovens e adultos como movimento: um recorte na genealogia do MOVA

• Ano de defesa: 2009
• Autor(a) principal: Borges, Liana da Silva
• Orientador(a): Pereira, Marcos Villela
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Porto Alegre
• Palavras-chave em Português: EDUCAÇÃO POPULAR; EDUCAÇÃO DE ADULTOS; ALFABETIZAÇÃO; MOVIMENTO DE ALFABETIZAÇÃO DE JOVENS E ADULTOS
• Link de acesso: http://hdl.handle.net/10923/2751

This present thesis has discussed the course of literacy of young and adults from a temporal cutoff that covers the end of 50’s until 2002. As this period was characterized by the complexity of experiences of literacy of young and adults, it became necessary to study the causes and consequences based on social-historical contexts related to the strategies that the country was finding for reaching literacy levels and intended schooling. In order to realize this study, two movements of literacy were elected which had and/or has had relevance in searching for overcoming illiteracy: The Brazilian Movement of Literacy (MOBRAL) and the Movement of Literacy of adults in Sao Paulo (MOVA-SP). Both were addressed since their working structures, principles, objectives and goals that, in a certain way, have translated two diverged fields in terms of conception and literacy practices. MOBRAL, with its care characteristics and compensatory literacy vision, developed a system of education which marked the lives of millions of Brazilians for more than fifteen years, having reached the totality of the national territory. MOVA-SP, with a liberation feature, assumed the literacy as part of the subjects’ construction able to change the path of their lives and country, towards surpassing the exclusion processes and enlarging social-economical equalities. The analyses, supported by material published in books, documents and academic researches, were carried out through key people’s testimonies: Arlindo Corrêa Lopes (ex-president of MOBRAL), Carlos Rodrigues Brandão (MEB), Moacir Gadotti (MOVA-SP), Ana Maria Freire and Osmar Fávero (MEB).For this study, the following categories were listed: partnership concept, literacy concept, educators’ formation and didactic material. During the discussion, some derivations arose from the originally formulated categories, causing three analysis features: temporality, coverage and imaginary. We concluded that only an unveiling of the political and epistemological nature from these movements and from other programs will be able to assure adequate bases for raising State Public Policies which may be lasting and effective, a condition that will make possible to enjoy a literate Brazil.