Resumen

MELO, José Joaquim Pereira; AMARAL, Roseli Gall do  y  COLOMBO, Dayane. PROTAGONISM AND FORMATIVE PROCESSES: A CASE STUDY OF LITERACY IN CUBA (1961). Revista da FAEEBA: Educação e Contemporaneidade [online]. 2022, vol.31, n.68, pp.277-293.  Epub 13-Ene-2023. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2022.v31.n68.p277-293.

It is intended to discuss the National Literacy Campaign in Cuba in 1961 and the teaching material used in the training of the literacy teacher, in its didactic, psychological and military expression, for an autonomous training. Highlighting the principles of the Hidden Curriculum expressed in the Alfabeticemos Manual, which aimed to provide literacy guidance and train young people who enlisted as volunteer teachers, whose ages were 12 to 16 years old, seeking to stimulate educational protagonism and political. After this training, the illiteracy rate in Cuba dropped from 23.6% to 3.9%, which configured the island as the first territory, declared by UNESCO, as free of illiteracy in Latin America. The young conductors were the protagonists of a new formative process that made Cuban education a world reference.

Palabras clave : literacy; history of education; Cuba; teacher education.

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