Projeto principal de educação para América Latina e o Caribe (PPE 1980-2000) e alfabetização de adultos

• Ano de defesa: 2024
• Autor(a) principal: Dornfeld, Larissa Mendes Gontijo
• Orientador(a): Bittar, Marisa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Projeto Principal de Educação para a América Latina e o Caribe; Alfabetização de adultos; Organização das Nações Unidas para a Educação, a Ciência e a Cultura
• Palavras-chave em Inglês: Major Project of Education for Latin America and the Caribbean; Adult literacy; United Nations Educational, Scientific and Cultural Organization; Literacy policies
• Palavras-chave em Espanhol: Proyecto Principal de Educación para Latinoamérica y Caribe; Alfabetización de adultos; Educación de adultos; Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura; Políticas de alfabetización
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20397

The thesis aims to analyze the recommendations for adult literacy in the first ten years of development of the Major Project of Education for Latin America and the Caribbean approved by the United Nations Educational, Scientific and Cultural Organization for implementation in the period from 1980 to 2000. The thesis targets three literacy experiences in Latin America and the Caribbean: Argentina, Nicaragua, and Cuba. It takes as its theoretical-methodological framework concepts of history based on Le Goff (2010) and Bloch (1963) and dialogues with other authors to produce this research. It adopts the methodology of historical research and, thus, examines twenty bulletins by United Nations Educational, Scientific and Cultural Organization during the first ten years of the project, as well as texts produced by this organization during the period. The thesis concludes that thinking of literacy as an ally of economic and social development, as advocated in the PPE (1980-2000), does not contribute to the construction of a more just world for all, since such a purpose only helps to maintain, in the past and present, a world economic order founded on the exploitation of the poor (countries and people) and inequalities.