Resumo

CONSTANT, ELAINE; MELO, SANDRA CORDEIRO DE  e  FRANCA, DAIANE. Paulo Freire, literacy, and school inclusion: the right to education from critical and reflective training. Revista Brasileira de Política e Administração da Educação [online]. 2021, vol.37, n.3, pp.1393-1412.  Epub 15-Mar-2022. ISSN 2447-4193.  https://doi.org/10.21573/vol37n32021.113246.

This article presents a literature review on the relationship between literacy, inclusion, and Paulo Freire’s perspective. It discusses the increase in the illiteracy rate in Brazil and analyzes Freire’s contributions in the context of teacher education matter. The text develops along two analytical axes: initial reading instruction and literacy as processes of social inclusion, and the political construction of the principles of Education for All. The study points beyond the struggles in the educational field against absolute and functional illiteracy, the new risks: virtual illiteracy and digital refugees.

Palavras-chave : literacy; right to education; social inclusion.

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