Alfabetização de mulheres na EPJA: uma análise de artigos do SciELOà luz da abordagem dialógica

Abstract

This dissertation sought to make a study on the Education of Young and Adult People, with a focus on women's literacy, trying to identify theoretically, in the scientific productions, especially in the Scientific Electronic Library Online (SciELO) site, obstacles that have historically prevented this group from having a triumph educational, as well as evidence the possibilities of reading and writing learning that allows an insertion and permanence in the educational spaces, in a more autonomous and democratic way. In the sense of presenting such possibilities we find in the dialogical aspect great contribution, because this referential strengthens the participation of all people, maximizes learning and fosters the social and educational transformation of this group. We perform a research of bibliographical nature, selecting articles from the last decade that addressed the issue of women's literacy at the national level, as well as the challenges encountered by this public, the public policies generated and the movements that have been supporting the discussions around this theme. As results we find historical evidences that have led and lead to the exclusion of women, especially that related to the learning aspect of reading and writing the word, such as machismo, religion, work, issues related to race, gender and social class. The right to school education was directed, over the centuries to the care of the home where the woman was taught to be a mother, wife, modest and learning to do household chores, and nothing was needed other than cooking, sewing, and performing small household chores, so the possibilities widened and, over the centuries, women and social movements began to claim some rights such as voting, greater access to schooling, equality in wages, same rights in politics, among others. Although we are still moving in this direction and knowing that many rights, established by the Constitution, have not been assured, we glimpse theories and actions that support us in this search, because of this, the referrals to society were based on a dialogical strand of education that seeks, in a democratic way, to maximize the participation of all people, guaranteeing maximum learning at the same time fosters the social and educational transformation of these groups.