Literacy for citizenship : gender and grassroots dynamics in Brazil
著者
書誌事項
Literacy for citizenship : gender and grassroots dynamics in Brazil
(SUNY series, literacy, culture, and learning : theory and practice)
State University of New York Press, c1997
- : pbk
大学図書館所蔵 全4件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 231-243) and index
内容説明・目次
内容説明
This book explores the involvement of nineteen women in an emancipatory literacy program conducted under the administration of Paulo Freire in Sao Paulo, Brazil. The study presents the classroom experiences of these women and the psychological, cognitive, and behavioral changes they undergo over a three-year period. Their low limited acquisition of literacy and their limited reading and writing practices are explored in the context of their circumscribed environment of poverty, living in families and societies that place definite boundaries and expectations regarding the everyday tasks they must perform. The analysis of the women's individual experiences is linked to a political and structural inquiry into the grassroots groups and the political party implementing the literacy program. In this way, contradictions, ambiguities, and antagonisms within and among social forces regarding literacy for social change are made transparent. Literacy acquisition is shown to be a process fraught with multiple exogenous demands that distance these women from the constant exposure to print required for literacy competence.
目次
Tables
Foreword
Acknowledgments
I. Development, Literacy, and Women
1. Literacy and Development
2. Women and Literacy
3. Grassroots Groups in Literacy
4. Illiteracy in Brazil
II. MOVA as a State-Civil Society Partnership
1. MOVA Features
2. The Context
3. MOVA in the Struggle for Literacy
III. Analytical and Methodological Considerations
1. A Gender Perspective on Literacy/Illiteracy
2. Qualitative Approaches to Literacy Research
3. Constructivist and Emancipatory Approaches to Literacy
4. Data Sources
IV. Characteristics of Women Students in Literacy Programs
1. Women in the Longitudinal Study
2. Women in MOVA as a Whole
3. The Intersection of Poverty and Illiteracy
V. The Classroom Experience in Literacy
1. Snapshots of Three Literacy Classes
2. Literacy Classes as Social Spaces
3. The Political Message of the Classroom
VI. Outcomes from Literacy
1. Cognitive Gains
2. Psychological Gains
3. Changes in the Monitors
4. Literacy Uses and Practices
VII. The Civil Society-State Connection
1. Grassroots Involvement in Education and Literacy
2. The Tensions between Formal Education and Literacy
3. The Reaction of the New Administration of Sao Paulo
4. Assessing the Civil Society-State Partnership
VIII. MOVA through a Feminist Lens
1. The Politics of Everyday Life
2. Women as Citizens
3. Women as Leaders
4. Women's Need for Conscientization
5. Traditional vs. Emancipatory Knowledge
IX. Drawing Conclusions
1. Further Insights into Gender and Literacy
2. GRGs and the Stater in the Pursuit of Literacy
3. Literacy for Citizenship?
4. Key Lessons from the MOVA Experience
5. A Future Research Agenda
Notes
Glossary
References
Index
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