Um balanço critico da década da alfabetizaçâo no brasil
Carregando...
Data
2013-01-01
Autores
Orientador
Coorientador
Pós-graduação
Curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Editor
Tipo
Artigo
Direito de acesso
Acesso aberto
Resumo
In relation to United Nations Literacy Decade (2003- 2012), are being developed in Brazil many public policies on education and literacy. The results of these public policies indicate both noisy conquest of some advances as the worsening of many historical problems. Among these, we highlight the result of silencing of discussion around the concept of restricted and rudimentary literacy, on which, in line with neoliberal political model, are based educational policies and corresponding systems assessment of skills and competencies of reading and writing, which it is hoped that students learn and which are defi ning the role of the teacher as a mere provider of strategies for such learning. Based on this hypothesis, we present, in a tone of critical balance, refl ections on the Decade of Literacy in order to contribute to the discussion of problems and perspectives for teaching reading and writing in Brazil.
Descrição
Palavras-chave
Idioma
Inglês
Como citar
Cadernos CEDES, v. 33, n. 89, p. 15-34, 2013.