Base teórico metodológica do processo de alfabetização de pessoas jovens e adultas: Brasil e Argentina, uma análise comparada

Abstract

This article presents part of research results that seek to describe and analyze on which methodological theoretical basis a government proposal for literacy of young and adult people in Brazil and Argentina is structured. The text particularizes the theme with description and comparative analysis of the organicity of the educational system influenced by transnational regulation, presenting what we can highlight as influences and perspectives for the learning process of reading and writing; describes the specific situation of each national context in light of the common problem of the social phenomenon of illiteracy in this current decade, highlighting the existing convergences and divergences; It also emphasizes some central elements of the design implemented in the literacy educational policy by exposing the conceptual trajectory that affects illiteracy, so that this stage can be considered as a starting point for a curricular resignification and reconfiguration of educational and pedagogical practices, with the purpose of advancing to an education with the quality of greater social sense, empowerment and human development. The incipient results have shown that the education of young people and adults, and in it literacy, continues to be marked by transformations related to political, economic and social changes that characterize the historical period of its regulations.