Book, Literacy: reading the world, reading the word[LS]

Language: Brazilian Portuguese. "Paulo Freire and Donaldo Macedo in a rigorous and innovative critique of traditional literacy proposals. Reading the world precedes reading the word, in the same way that the act of reading words necessarily implies a continuous re-reading of the world. Starting from this basic premise, Paulo Freire, in collaboration with Donaldo Macedo, uses in Literacy: Reading the world, reading the word his pedagogical experience in Guinea-Bissau to dissect the act of reading in all its dimensions. His objective: to unveil and disseminate theoretical assumptions and subsidies contained in one of his main pedagogical projects, for which he invested dedication and commitment throughout his life – the literacy of young people and adults from the popular classes, who had been denied the right to literacy at the appropriate time and place. Literacy: Reading of the world, word reading weaves a rigorous and innovative critique of the traditional literacy proposals developed in our country and in the United States, which, in most cases, seek to learn the official language through the so-called cultured standard. Considering literacy as a process that must at the same time rescue and recreate the experience lived by the literate student, Paulo Freire theorizes and practices a critical and liberating literacy, which instrumentalizes the oppressed class, so that it can achieve the reappropriation of its history through the collective construction of knowledge , rehabilitating their ability to intervene in the transformations of their social context. The literacy thus proposed has, in the language used by the person learning literacy, an instrument for expressing their desires, needs, fears, dreams and aspirations. And this makes Literacy: Reading the world, reading the word an increasingly current book. The edition has a preface by Ann E. Berthoff, an introduction by Henry A. Giroux and, in the appendix, a letter from Paulo Freire to Mário Cabral. * In 1963, in Angicos, in the interior of Rio Grande do Norte, three hundred rural workers were taught literacy in just 40 hours, using the method proposed by Paulo Freire. This was the result of the pilot project of what would become the National Literacy Program of the government of João Goulart, president who would be deposed in March 1964. In October of that same year, Freire left Brazil to protect his own life. He only visited the country again in 1979, with the democratic opening. Throughout his history, Paulo Freire received more than one hundred honorary doctorates from several national and foreign universities, in addition to numerous awards, such as Education for Peace, from UNESCO, and the Order of Cultural Merit, from the Brazilian government. Member of the International Adult and Continuing Education Hall of Fame and the Reading Hall of Fame. * “The progressive educator rejects the dominant values ​​imposed on schools because they have a different dream, because they want to transform the status quo. Naturally, transforming the status quo is much more difficult than maintaining it. The question you proposed has to do exactly with this theory. As I said, the educational space reproduces the dominant ideology. However, it is possible, within educational institutions, to act contrary to the imposed dominant values.” "