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Verfasser
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Laschewski, Julia
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Titel
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Emancipatory Adult Literacy in Brazil/Emanzipatorische Erwachsenenalphabetisierung in Brasilien: Theatre of the Oppressed – Good Practices of Participatory Educational Approaches/Das Theater der Unterdrückten als Beispiel partizipativer Bildungsansätze
- Reihe
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texte.online
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Jahr
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2011
- Zitierlink
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http://www.die-bonn.de/id/9340
Um diese Ausgabe zu zitieren, verwenden Sie bitte diese Internetadresse.
- Abstract
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In today’s societies literacy is regarded as the prerequisite for participating in the professional and private spheres of everyday life. It is regarded as a human right, a tool for personal empowerment and a tool to influence the behaviour of individuals, families and communities. Despite the international consensus that literacy skills determine opportunities and provide access to today’s information-based societies, many adults in both industrialized and developing countries find themselves on the margins of society due to their insufficient educational background.
The report from Brazil is part of a research project entitled, Literacy/Basic Education – State of the Art from a historical and systematic perspective in terms of transferability, financed by the Federal Ministry of Education and research (BMBF) in Germany and conducted by the German Institute for Adult Education – Leibniz Centre for Lifelong Learning (DIE). The following report depicts an example of a good practice from Brazil and pursues two objectives: to provide an overview of the development of alphabetization in Brazil, and to show examples of programmes and approaches with an emancipator educational approach. A concise overview of the country and an outline of the general development of adult education in Brazil are followed by a discussion of recent and historical approaches to literacy development. To illustrate the political importance of literacy, the report focuses on approaches that were developed during the military dictatorship (1964-1985). On this basis, Paulo Freire‘s literacy approach is examined in terms of its dialogical and participatory orientation. Another focus is on the emancipatory approaches of the Theatre of the Oppressed, which is not regarded as a literacy approach but offers promising transfer options.
