Discusiones conceptuales en el campo de la cultura escrita
DOI:
https://doi.org/10.35362/rie460719Palavras-chave:
cultura escrita; alfabetização e desenvolvimento; alfabetização e democracia; novas alfabetizaçõesResumo
A partir da década dos sessentas a cultura escrita começou a ser um campo amplamente discutido que abarcava um número de disciplinas situado no campo das ciências sociais e humanas: teoria literária, antropologia, sociolingüística, psicologia, história, lingüística, semiótica e análise do discurso, entre outras. Por esta razão, este documento é necessariamente uma seleção de temas possíveis e de nenhuma maneira pretende esgotar as discussões conceituais da cultura escrita. Oferece um panorama de informação geral, alguns exemplos, formulações e debates em torno da definição da cultura escrita, suas conseqüências e sua aprendizagem, sem pretender abarcar o campo completo. Todas as seleções são forçosamente subjetivas, pois escolher implica incluir e excluir, simultaneamente. Por esta razão, não pretendo oferecer uma seleção «objetiva» de textos e argumentos: tentei articular aquelas fontes e idéias que me foram mais úteis em meu pensamento, na minha pesquisa e como professor.
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Referências
Bibliografía
Bakhtin, Mikhail M. (1981): The Dialogic Imagination: Four Essays by M. M. Bakhtin. Austin, TX: University of Austin Press.
Barton, David (1994): Literacy: An Introduction to the Ecology of Written Language. Oxford y Cambridge, MA: Blackwell.
— y Hamilton, Mary (1998): Local Literacies: Reading and Writing in One Community. Londres y Nueva York: Routledge.
— e Ivanic, Roz (1991): Writing in the Community. Londres: Sage.
Baynham, Mike (1995): Literacy Practices. Investigating Literacy in Social Contexts. Literacy Practices. Londres y Nueva York: Longman.
Besnier, Nico (1995): Literacy, Emotion and Authority. Reading and Writing on a Polynesian Atoll. Cambridge, ma: Cambridge University Press.
Brandt, Deborah y Clinton, Katie (2002): «The Limits of the Local: Expanding Perspectives on Literacy as a Social Practice», en Journal of Literacy Research, vol. 34, pp. 337-356.
Brice Heath, Shirley (1983): Ways with Words. Language, Life and Work in Communities and Classrooms. Cambridge, MA: Cambridge University Press.
— y Mangiola, Leslie (1991): Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. nea School Restructuring Series. Washington dc: National Education Association.
— y Street, Brian (2008): «On Ethnography», en Approaches to Language and Literacy Research. National Conference on Research in Language and Literacy (ncrll), Teachers College Press, Columbia University.
Canieso-Doronila, M. (1996): Landscapes of literacy: an Ethnographic Study of Functional Literacy in Marginal Philippine Communities. Hamburgo / Londres: Luzac Oriental / unesco Institute for Education.
Duranti, Alessandro y Goodwin, Charles (eds.) (1992): Rethinking Context. Language as an Interactive Phenomenon. Cambridge, ma: Cambridge University Press. (Studies in the Social and Cultural Foundations of Language).
Dyson, Anne (1997): Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy. Language and Literacy Series, 2. Londres y Nueva York: Teachers College Press.
Ferdman,Bernardo M.,Weber, Rose-Marie y Ramírez, Arnulfo G. (eds.) (1994): Literacy Across Languages and Cultures. Albany, ny: State University of New York Press.
Ferreiro, Emilia y Teberosky, Ana (1979): Los sistemas de escritura en el desarrollo del niño. (Literacy before Schooling.) México df: Siglo XXI.
Freebody, Peter (2008): «Critical Literacy Education: On Living with “Innocent Language”», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 107-118.
Freire, Paulo (1970): Pedagogía del oprimido. México df: Siglo XXI.
Gee, James Paul (1996): Social Linguistics and Literacies: Ideology and Discourses. Critical Perspectives on Literacy and Education. Bristol, pa: Falmer Press.
— (2004): Situated Language and Learning, a Critique of Traditional Schooling. Londres: Routledge.
Goody, Jack y Watt, Ian (1968): «The Consequences of Literacy», en J. Goody (ed.) Literacy in Traditional Societies. Cambridge, ma: Cambridge University Press, pp. 1-68.
Graff, Harvey (2008): «Literacy Myths», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 41-52.
Gumperz, John (1984): «Introduction: Language and the Communication of Social Identity», en J. Gumperz (ed.), Language and Social Identity. Cambridge, ma: Cambridge University Press. (Studies in Interactional Sociolinguistics, 2).
— (ed.) (1986): Directions in Sociolinguistics. The Ethnography of Communication. Nueva York: Basil Blackwell.
Harris, T. L. y Hodges, R. E. (eds.) (1995): The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, de: International Reading Association.
Hasan, Ruqaiya (1996): «Literacy, Everyday Talk and Society», en R. Hasan y G. Williams (eds.) Literacy in Society. Londres y Nueva York: Longman.
Havelock, Eric (1988): «The Coming of Literate Communication to Western Culture», en E. R. Kintgen, B. M. Kroll y M. Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 127-134.
Heath, S. B. (1983): Ways with Words. Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
John-Steiner Vera y Meehan, Teresa M. (2000): «Creativity and Collaboration in Knowledge Construction», en Carol D. Lee y Peter Smagorinsky (eds.) Vygotskian Perspectives on Literacy Constructing Meaning through Collaborative Inquiry Research. Cambridge, ma: Cambridge University Press, pp. 31-50.
Kalman, Judith (1993): «En búsqueda de una palabra nueva» (In Search of a New Word), en Revista Latinoamericana de Estudios Educativos, n.º 23, vol. 1, pp. 87-95.
— (1999): Writing on the Plaza. The Mediated Lliteracy Practice of Scribes and Their Clients in Mexico City. Cresskill, nj: Hampton Press.
— (2003): «El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura», en Revista Mexicana de Investigación Educativa, vol. 8, núm. 17, pp. 37-66.
— (2004): Saber lo que es la letra: una experiencia de lectoescritura con mujeres de Mixquic. México df: Secretaría de Educación Pública, unesco Institute for Education (uie), Siglo XXI.
— (2005): «Mothers to Daughters, Pueblo to Ciudad: Women’s Identity Shifts in the Construction of a Literate Self», en A. Rogers (ed.) Urban Literacy. Communication, Identity and Learning in Development Contexts. Hamburg: Publications and Information Unit, unesco Institute of Education, pp. 183-210.
— (2008): «Literacies in Latin America», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 321-334.
Kress, Gunther (2003): Literacy in the New Media Age. Londres: Routledge. (Literacies.)
Lankshear Colin y Knobel, Michele (1997): «Literacies, Texts and Difference in the Electronic Age», en C. Lankshear (ed.) Changing Literacies. Buckingham, uk / Philadelphia, pa, usa: Open University Press, pp. 133-163.
Lave, Jean y Wenger, Etienne (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge, uk: Cambridge University Press.
Levine, Kenneth (1986): The Social Context of Literacy. Londres y Nueva York: Routledge / Kegan Paul. (Language, Education and Society.)
Luke, Allan (1995): «When Literacy Might (or not) Make a Difference: Textual Practice and Capital», trabajo presentado en el Annual Meeting of the American Educational Research Association. San Francisco, ca: Electronic Data Resources Service (edrs).
— y Carrington, Victoria (2002): «Globalization, Literacy and Curriculum Practice», en R. Fisher, G. Brooks y M. Lewis (eds.) Raising Standards in Literacy. Londres: Routledge, pp. 231-250.
— (2003): «Literacy and the Other: A Sociological Approach to Literacy Research and Policy in Multilingual Societies», en Reading Research Quarterly, n.º 38, vol. 1, pp. 132-141.
Mace. Jane (1992): Talking about Literacy: Principles & Practice of Adult Literacy Education. Londres y Nueva York: Routledge.
McDermott, Raymond P. y Tylbor, Henry (1995): «On the Necessity of Collusion in Conversation», en Dennis Tedlock y Bruce Mannheim (eds.) The Dialogic Emergence of Culture. Urbana, il: University of Illinois Press, pp. 218-236.
Masagão Ribeiro, Vera (ed.) (2003): Letramento no Brasil. (Literacy in Brasil.) São Paulo: Global.
Moss, Beverly (ed.) (1994): Literacy across Communities. Cresskill, nj: Hampton Press.
Pattison, Robert (1982): On Literacy. The Politics of the Word from Homer to the Age of Rock. Oxford, Nueva York, Toronto y Melbourne: Oxford University Press.
Resnick, Daniel y Resnick, Lauren (1988): «The Nature of Literacy. A Historical Exploration», en Eugene R. Kintgen, Barry M. Kroll, y Mike Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 190-202.
Sachs, Wolfgang (ed.) (1992): The Development Dictionary: A Guide to Knowledge as Power. Londres y Nueva Jersey: Zed Books. Johannesburgo: Witwatersrand University Press.
Saville-Troike, Muriel (1982): The Ethnography of Communication. An Introduction. Nueva York: Basil.
Scribner, Sylvia (1988): «Literacy in Three Metaphors», en Eugene R. Kintgen, Barry M. Kroll, y Mike Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 190-202.
— y Cole, Michael (1981): The Psychology of Literacy. Cambridge, ma: Harvard University Press.
Street, Brian V. (1984): Literacy in Theory and Practice. Cambridge, Nueva York, Nueva Rochelle, Melbourne y Sydney: Cambridge University Press. (Cambridge Studies in Oral and Literate Culture Series, 9).
— (ed.) (1993): Cross-Cultural Approaches to Literacy. Nueva York, ny: Cambridge University Press. (Cambridge Studies in Oral and Literate Culture, 23).
— (2003): «What’s “New” in New Literacy Studies? Critical approaches to literacy in theory and practice», en Current Issues in Comparative Education (cice), vol. 2, n.º 5, pp. 77-102.
— (2008): «New Literacies, New Times: Developments in Literacy Studies», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 3-14.
Stromquist, Nelly (1997): Literacy for Citizenship. Gender and Grassroots Dynamics in Brazil. Albany, ny: State University of New York Press (suny Press). (Literacy, Culture and Learning: Theory and Practice).
Subramanian, S. (2006): Externality and Equity in the Measurement of Literacy. Exploring a Link. Gandhinagar: Madras Institute of Development Studies (mids).
Torres, Rosa María (2000): «Literacy for All. A United Nations Literacy Decade (2003-2003)». unesco (ed.).
Vincent, David (2000): The Rise of Mass Literacy. Reading and Writing in Modern Europe. Malden, ma: Blackwell Publishers.
Wagner, Daniel (1993): Literacy, Culture and Development: Becoming Literate in Morocco. Cambridge: Cambridge University Press.
Zavala, Virginia (2002): (Des)encuentros con la escritura. Escuela y comunidad en los Andes peruanos. Lima: Red para el Desarrollo de las Ciencias Sociales en el Perú.
Notas:
1) Mis agradecimientos a Benjamín de Buen y a Irán Guerrero por su ayuda en la preparación de este documento.
2) El texto original dice: «In Anglophone contexts it can be anything from «making reliable links between the letters of a written text and the sounds of speech» to being able to make readings of texts of the elite, which conform to the reading of the elite culture. The more that is gathered up in the meaning of the term, the less meaning it has».
3) Al presentar el Programa Nacional «Hacia un país de lectores» el 28 de mayo de 2002 en la Biblioteca de México «José Vasconcelos» y en su discurso para la ceremonia inaugural de la XXV Feria Internacional del Libro Infantil y Juvenil (Notimex Yahoo!, 11 de noviembre de 2005).
4) El texto original dice: «Figured worlds are invoked, animated, contested, and enacted through artefacts, activities, and identities in practice. Cultural worlds are continuously figured in practice through the use of cultural artefacts [...]. These objects are constructed as a part of and in relation to recognized activities. Artefacts meaningful to the figured world of literacy might include blackboards or textbooks (in the classroom), reading assessment scales, road-signs or signing ceremonies (in public space). Such artefacts “open up” figured worlds; they are the means by which figured worlds are evoked, grown into individually and collectively».
5) LAMP identifica cinco niveles de alfabetización entre los individuos, cada uno de los cuales es indicativo de: Nivel 1: personas que tienen habilidades muy pobres y no pueden, por ejemplo, determinar la dosis correcta de medicina para administrar a un niño leyendo el prospecto de un producto. Nivel 2: quienes son capaces de interactuar con material de lectura sencillo y tareas no demasiado complejas, es decir que leen pero dan cuenta de ello de manera muy pobre. Pueden haber desarrollado habilidades de adaptación para manejar las demandas diarias de alfabetización pero se les dificulta enfrentar nuevos retos como, por ejemplo, la adquisición de habilidades para el trabajo. Nivel 3: personas que poseen un mínimo recomendable de competencias para adaptarse a las demandas de la vida diaria y el trabajo en una sociedad compleja. Este nivel de habilidad, en el que existe la capacidad de integrar varias fuentes de la información y de solucionar problemas más complicados, es requerido, generalmente, para terminar con éxito la educación media y media superior y para entrar a la universidad. Niveles 4 y 5: quienes demuestran fluidez en la habilidad de procesar información de alta complejidad. UNESCO INSTITUTE FOR STATISTICS (2005): Literacy Assessment and Monitoring Program (LAMP). Disponible en: http://www.uis.unesco.org/TEMPLATE/pdf/LAMP/ LAMP_EN_2005.pdf
Bakhtin, Mikhail M. (1981): The Dialogic Imagination: Four Essays by M. M. Bakhtin. Austin, TX: University of Austin Press.
Barton, David (1994): Literacy: An Introduction to the Ecology of Written Language. Oxford y Cambridge, MA: Blackwell.
— y Hamilton, Mary (1998): Local Literacies: Reading and Writing in One Community. Londres y Nueva York: Routledge.
— e Ivanic, Roz (1991): Writing in the Community. Londres: Sage.
Baynham, Mike (1995): Literacy Practices. Investigating Literacy in Social Contexts. Literacy Practices. Londres y Nueva York: Longman.
Besnier, Nico (1995): Literacy, Emotion and Authority. Reading and Writing on a Polynesian Atoll. Cambridge, ma: Cambridge University Press.
Brandt, Deborah y Clinton, Katie (2002): «The Limits of the Local: Expanding Perspectives on Literacy as a Social Practice», en Journal of Literacy Research, vol. 34, pp. 337-356.
Brice Heath, Shirley (1983): Ways with Words. Language, Life and Work in Communities and Classrooms. Cambridge, MA: Cambridge University Press.
— y Mangiola, Leslie (1991): Children of Promise: Literate Activity in Linguistically and Culturally Diverse Classrooms. nea School Restructuring Series. Washington dc: National Education Association.
— y Street, Brian (2008): «On Ethnography», en Approaches to Language and Literacy Research. National Conference on Research in Language and Literacy (ncrll), Teachers College Press, Columbia University.
Canieso-Doronila, M. (1996): Landscapes of literacy: an Ethnographic Study of Functional Literacy in Marginal Philippine Communities. Hamburgo / Londres: Luzac Oriental / unesco Institute for Education.
Duranti, Alessandro y Goodwin, Charles (eds.) (1992): Rethinking Context. Language as an Interactive Phenomenon. Cambridge, ma: Cambridge University Press. (Studies in the Social and Cultural Foundations of Language).
Dyson, Anne (1997): Writing Superheroes: Contemporary Childhood, Popular Culture, and Classroom Literacy. Language and Literacy Series, 2. Londres y Nueva York: Teachers College Press.
Ferdman,Bernardo M.,Weber, Rose-Marie y Ramírez, Arnulfo G. (eds.) (1994): Literacy Across Languages and Cultures. Albany, ny: State University of New York Press.
Ferreiro, Emilia y Teberosky, Ana (1979): Los sistemas de escritura en el desarrollo del niño. (Literacy before Schooling.) México df: Siglo XXI.
Freebody, Peter (2008): «Critical Literacy Education: On Living with “Innocent Language”», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 107-118.
Freire, Paulo (1970): Pedagogía del oprimido. México df: Siglo XXI.
Gee, James Paul (1996): Social Linguistics and Literacies: Ideology and Discourses. Critical Perspectives on Literacy and Education. Bristol, pa: Falmer Press.
— (2004): Situated Language and Learning, a Critique of Traditional Schooling. Londres: Routledge.
Goody, Jack y Watt, Ian (1968): «The Consequences of Literacy», en J. Goody (ed.) Literacy in Traditional Societies. Cambridge, ma: Cambridge University Press, pp. 1-68.
Graff, Harvey (2008): «Literacy Myths», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 41-52.
Gumperz, John (1984): «Introduction: Language and the Communication of Social Identity», en J. Gumperz (ed.), Language and Social Identity. Cambridge, ma: Cambridge University Press. (Studies in Interactional Sociolinguistics, 2).
— (ed.) (1986): Directions in Sociolinguistics. The Ethnography of Communication. Nueva York: Basil Blackwell.
Harris, T. L. y Hodges, R. E. (eds.) (1995): The Literacy Dictionary: The Vocabulary of Reading and Writing. Newark, de: International Reading Association.
Hasan, Ruqaiya (1996): «Literacy, Everyday Talk and Society», en R. Hasan y G. Williams (eds.) Literacy in Society. Londres y Nueva York: Longman.
Havelock, Eric (1988): «The Coming of Literate Communication to Western Culture», en E. R. Kintgen, B. M. Kroll y M. Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 127-134.
Heath, S. B. (1983): Ways with Words. Language, Life, and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
John-Steiner Vera y Meehan, Teresa M. (2000): «Creativity and Collaboration in Knowledge Construction», en Carol D. Lee y Peter Smagorinsky (eds.) Vygotskian Perspectives on Literacy Constructing Meaning through Collaborative Inquiry Research. Cambridge, ma: Cambridge University Press, pp. 31-50.
Kalman, Judith (1993): «En búsqueda de una palabra nueva» (In Search of a New Word), en Revista Latinoamericana de Estudios Educativos, n.º 23, vol. 1, pp. 87-95.
— (1999): Writing on the Plaza. The Mediated Lliteracy Practice of Scribes and Their Clients in Mexico City. Cresskill, nj: Hampton Press.
— (2003): «El acceso a la cultura escrita: la participación social y la apropiación de conocimientos en eventos cotidianos de lectura y escritura», en Revista Mexicana de Investigación Educativa, vol. 8, núm. 17, pp. 37-66.
— (2004): Saber lo que es la letra: una experiencia de lectoescritura con mujeres de Mixquic. México df: Secretaría de Educación Pública, unesco Institute for Education (uie), Siglo XXI.
— (2005): «Mothers to Daughters, Pueblo to Ciudad: Women’s Identity Shifts in the Construction of a Literate Self», en A. Rogers (ed.) Urban Literacy. Communication, Identity and Learning in Development Contexts. Hamburg: Publications and Information Unit, unesco Institute of Education, pp. 183-210.
— (2008): «Literacies in Latin America», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 321-334.
Kress, Gunther (2003): Literacy in the New Media Age. Londres: Routledge. (Literacies.)
Lankshear Colin y Knobel, Michele (1997): «Literacies, Texts and Difference in the Electronic Age», en C. Lankshear (ed.) Changing Literacies. Buckingham, uk / Philadelphia, pa, usa: Open University Press, pp. 133-163.
Lave, Jean y Wenger, Etienne (1991): Situated Learning. Legitimate Peripheral Participation. Cambridge, uk: Cambridge University Press.
Levine, Kenneth (1986): The Social Context of Literacy. Londres y Nueva York: Routledge / Kegan Paul. (Language, Education and Society.)
Luke, Allan (1995): «When Literacy Might (or not) Make a Difference: Textual Practice and Capital», trabajo presentado en el Annual Meeting of the American Educational Research Association. San Francisco, ca: Electronic Data Resources Service (edrs).
— y Carrington, Victoria (2002): «Globalization, Literacy and Curriculum Practice», en R. Fisher, G. Brooks y M. Lewis (eds.) Raising Standards in Literacy. Londres: Routledge, pp. 231-250.
— (2003): «Literacy and the Other: A Sociological Approach to Literacy Research and Policy in Multilingual Societies», en Reading Research Quarterly, n.º 38, vol. 1, pp. 132-141.
Mace. Jane (1992): Talking about Literacy: Principles & Practice of Adult Literacy Education. Londres y Nueva York: Routledge.
McDermott, Raymond P. y Tylbor, Henry (1995): «On the Necessity of Collusion in Conversation», en Dennis Tedlock y Bruce Mannheim (eds.) The Dialogic Emergence of Culture. Urbana, il: University of Illinois Press, pp. 218-236.
Masagão Ribeiro, Vera (ed.) (2003): Letramento no Brasil. (Literacy in Brasil.) São Paulo: Global.
Moss, Beverly (ed.) (1994): Literacy across Communities. Cresskill, nj: Hampton Press.
Pattison, Robert (1982): On Literacy. The Politics of the Word from Homer to the Age of Rock. Oxford, Nueva York, Toronto y Melbourne: Oxford University Press.
Resnick, Daniel y Resnick, Lauren (1988): «The Nature of Literacy. A Historical Exploration», en Eugene R. Kintgen, Barry M. Kroll, y Mike Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 190-202.
Sachs, Wolfgang (ed.) (1992): The Development Dictionary: A Guide to Knowledge as Power. Londres y Nueva Jersey: Zed Books. Johannesburgo: Witwatersrand University Press.
Saville-Troike, Muriel (1982): The Ethnography of Communication. An Introduction. Nueva York: Basil.
Scribner, Sylvia (1988): «Literacy in Three Metaphors», en Eugene R. Kintgen, Barry M. Kroll, y Mike Rose (eds.) Perspectives on Literacy. Carbondale y Edwardsville, il: Southern Illinois University Press, pp. 190-202.
— y Cole, Michael (1981): The Psychology of Literacy. Cambridge, ma: Harvard University Press.
Street, Brian V. (1984): Literacy in Theory and Practice. Cambridge, Nueva York, Nueva Rochelle, Melbourne y Sydney: Cambridge University Press. (Cambridge Studies in Oral and Literate Culture Series, 9).
— (ed.) (1993): Cross-Cultural Approaches to Literacy. Nueva York, ny: Cambridge University Press. (Cambridge Studies in Oral and Literate Culture, 23).
— (2003): «What’s “New” in New Literacy Studies? Critical approaches to literacy in theory and practice», en Current Issues in Comparative Education (cice), vol. 2, n.º 5, pp. 77-102.
— (2008): «New Literacies, New Times: Developments in Literacy Studies», en Brian V. Street y Nancy H. Hornberger (eds.) Encyclopedia of Language and Education. 2.ª edición, vol. 2. Nueva York: Springer, pp. 3-14.
Stromquist, Nelly (1997): Literacy for Citizenship. Gender and Grassroots Dynamics in Brazil. Albany, ny: State University of New York Press (suny Press). (Literacy, Culture and Learning: Theory and Practice).
Subramanian, S. (2006): Externality and Equity in the Measurement of Literacy. Exploring a Link. Gandhinagar: Madras Institute of Development Studies (mids).
Torres, Rosa María (2000): «Literacy for All. A United Nations Literacy Decade (2003-2003)». unesco (ed.).
Vincent, David (2000): The Rise of Mass Literacy. Reading and Writing in Modern Europe. Malden, ma: Blackwell Publishers.
Wagner, Daniel (1993): Literacy, Culture and Development: Becoming Literate in Morocco. Cambridge: Cambridge University Press.
Zavala, Virginia (2002): (Des)encuentros con la escritura. Escuela y comunidad en los Andes peruanos. Lima: Red para el Desarrollo de las Ciencias Sociales en el Perú.
Notas:
1) Mis agradecimientos a Benjamín de Buen y a Irán Guerrero por su ayuda en la preparación de este documento.
2) El texto original dice: «In Anglophone contexts it can be anything from «making reliable links between the letters of a written text and the sounds of speech» to being able to make readings of texts of the elite, which conform to the reading of the elite culture. The more that is gathered up in the meaning of the term, the less meaning it has».
3) Al presentar el Programa Nacional «Hacia un país de lectores» el 28 de mayo de 2002 en la Biblioteca de México «José Vasconcelos» y en su discurso para la ceremonia inaugural de la XXV Feria Internacional del Libro Infantil y Juvenil (Notimex Yahoo!, 11 de noviembre de 2005).
4) El texto original dice: «Figured worlds are invoked, animated, contested, and enacted through artefacts, activities, and identities in practice. Cultural worlds are continuously figured in practice through the use of cultural artefacts [...]. These objects are constructed as a part of and in relation to recognized activities. Artefacts meaningful to the figured world of literacy might include blackboards or textbooks (in the classroom), reading assessment scales, road-signs or signing ceremonies (in public space). Such artefacts “open up” figured worlds; they are the means by which figured worlds are evoked, grown into individually and collectively».
5) LAMP identifica cinco niveles de alfabetización entre los individuos, cada uno de los cuales es indicativo de: Nivel 1: personas que tienen habilidades muy pobres y no pueden, por ejemplo, determinar la dosis correcta de medicina para administrar a un niño leyendo el prospecto de un producto. Nivel 2: quienes son capaces de interactuar con material de lectura sencillo y tareas no demasiado complejas, es decir que leen pero dan cuenta de ello de manera muy pobre. Pueden haber desarrollado habilidades de adaptación para manejar las demandas diarias de alfabetización pero se les dificulta enfrentar nuevos retos como, por ejemplo, la adquisición de habilidades para el trabajo. Nivel 3: personas que poseen un mínimo recomendable de competencias para adaptarse a las demandas de la vida diaria y el trabajo en una sociedad compleja. Este nivel de habilidad, en el que existe la capacidad de integrar varias fuentes de la información y de solucionar problemas más complicados, es requerido, generalmente, para terminar con éxito la educación media y media superior y para entrar a la universidad. Niveles 4 y 5: quienes demuestran fluidez en la habilidad de procesar información de alta complejidad. UNESCO INSTITUTE FOR STATISTICS (2005): Literacy Assessment and Monitoring Program (LAMP). Disponible en: http://www.uis.unesco.org/TEMPLATE/pdf/LAMP/ LAMP_EN_2005.pdf
Como Citar
Kalman, J. (2008). Discusiones conceptuales en el campo de la cultura escrita. Revista Ibero-Americana De Educação, 46, 107–134. https://doi.org/10.35362/rie460719
Publicado
2008-01-01
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