Resumo

MORAES, Marileia Gollo de  e  SCHWENGBER, Maria Simone Vione. Women and the educational heritage of illiteracy. Rev. Reflex [online]. 2017, vol.25, n.2, pp.233-249. ISSN 1982-9949.  https://doi.org/10.17058/rea.v25i2.8645.

The observations that illiteracy rates portrait the Brazilian educational debt are common because different income strata have had unequal access to schooling throughout generations. Therefore, illiteracy has historically been associated with terms that suggest treatment, repair, cure, eradication. This research puts in evidence other dimensions of this “educational debt”: it treats illiteracy as educational heritage and places the women that have concluded the Program Mulheres Mil (Thousand Women) as the main focus of analysis. It studies what is known about these women as a social group that attend this Program, analyzing the main documents related to this public policy: Cooperation Therm (2016), Legal Base (s.d), Methodological Guide (s.d), and Primer (2014). The methodological operationalization uses Foucault’s discourse analysis on the “things said” by these women in narrative interviews, in the direction of constructing an analytical route between the discursive approximations in correlation with different discursive fields. It identifies social, historical, political, and cultural implications that form the educational heritage of illiteracy.

Palavras-chave : Women; Illiteracy; Discourse Analysis; Educational Heritage.

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