Alfabetização de adultos: Freire, Ferreiro, Vygotsky - contribuições teórico-metodológicas - a formulação de propostas pedagógicas

Abstract

This work seeks to examine the ideas of Paulo Freire, Emilia Ferreiro and Liev Vygotsky, aiming at offering educators a contribution that enables them to evaluate current practices and new proposals, 50 as to formulate new pedagogical propositions for the teaching of reading and writing to adults. This objective emerged from empiric evidences accumuIated during our professional career, as teacher, researcher and consultant, in the area of education and teaching of reading and writing to aduIts. We became aware of many problems in the theory and in practice, most of all in the sheer indefinition of the epistemological and pedagogical concept of teaching adults how to read and write. This indefinition is showing itself despite the facet that te pedagogical propositions evaluated are all fundamented theoretically in the works of Freire and/or Vygotsky. Considering this, we have defined three categories, as being essential to guarantee pedagogical and epistemological consistency in the propositions: 1) The concept of how to teach adults to read and write and its process of development; 2) The concept and characterization of lhe ones who will leam how to read and write; 3) The concept, role and characterization of the people teaching how to read and write. Taking these three categorias as points of reference, we did a critical reading of the works of Freire, Ferreiro and Vygotsky, determining their approximations, distances and specificities, and remarking in each one of them, and on the three as a whole, the many eIements that could contribute to grant lhe political, epistemological and pedagogical consistency needed by presentand future propositions and practices of teaching adults how to read and write