<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex.]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492017000200233</article-id>
<article-id pub-id-type="doi">10.17058/rea.v25i2.8645</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Mulheres e heranças educativas do analfabetismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Women and the educational heritage of illiteracy]]></article-title>
<article-title xml:lang="es"><![CDATA[Mujeres y las herencias educativas del analfabetismo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Marileia Gollo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwengber]]></surname>
<given-names><![CDATA[Maria Simone Vione]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Farropilhas  ]]></institution>
<addr-line><![CDATA[Santo Augusto RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>233</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492017000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492017000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492017000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  S&#227;o recorrentes as constata&#231;&#245;es de que os &#237;ndices de analfabetismo retratam a d&#237;vida educacional brasileira, pois gera&#231;&#245;es de diferentes estratos de renda vivenciaram o acesso desigual &#224; escolariza&#231;&#227;o. Assim, historicamente, associa-se analfabetismo com termos que sugerem tratamento, reparos, cura, erradica&#231;&#227;o. Essa pesquisa coloca em evid&#234;ncia outras dimens&#245;es da &#8220;d&#237;vida educacional&#8221;: trata o analfabetismo como heran&#231;a educativa e traz as mulheres egressas do Programa Mulheres Mil como foco de an&#225;lise. Estuda o que se sabe dessas mulheres enquanto grupo social participante do Programa, analisando os principais documentos dessa pol&#237;tica: Termo de Coopera&#231;&#227;o (2006), Base Legal (s.d.), Guia Metodol&#243;gico (s.d.) e Cartilha (2014). Operacionaliza metodologicamente com a an&#225;lise do discurso foucaultiano a partir das &#8220;coisas ditas&#8221; pelas mulheres em entrevista narrativa, na dire&#231;&#227;o de constituir um percurso anal&#237;tico entre as aproxima&#231;&#245;es discursivas em correla&#231;&#227;o com diferentes campos discursivos. Identifica as implica&#231;&#245;es sociais, hist&#243;ricas, pol&#237;ticas e culturais que comp&#245;em a heran&#231;a educativa do analfabetismo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  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 &#8220;educational debt&#8221;: 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&#8217;s discourse analysis on the &#8220;things said&#8221; 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. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Son recurrentes las constataciones de que los &#237;ndices de analfabetismos retratan la deuda educativa brasile&#241;a, pues generaciones de distintos estratos de ingresos vivenciaron el acceso desigual a la ense&#241;anza. As&#237;, hist&#243;ricamente, se asocia analfabetismo con termos que sugieren tratamiento, reparos, cura, erradicaci&#243;n. Esa b&#250;squeda pone en evidencia otras dimensiones de la &#8220;deuda educativa&#8221;: trata el analfabetismo como herencia educativa y trae las mujeres egresas del &#8220;Programa Mulheres Mil&#8221; como foco de an&#225;lisis. Estudia lo que se sabe de esas mujeres en cuanto grupo social participante del programa, analizando los principales documentos de esa pol&#237;tica: Acuerdo de Cooperaci&#243;n (2006), Base Legal (s.d), Gu&#237;a Metodol&#243;gica (s.d) y Cartilla (2014). Instrumentaliza metodol&#243;gicamente con el an&#225;lisis del discurso foucaultiano a partir de las &#8220;cosas dichas&#8221; por las mujeres en entrevista narrativa en correlaci&#243;n con distintos campos discursivos. Identifica las implicaciones sociales, hist&#243;ricas, pol&#237;ticas y culturales que componen la herencia educativa del analfabetismo. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mulheres]]></kwd>
<kwd lng="pt"><![CDATA[Analfabetismo]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Heranças Educativas]]></kwd>
<kwd lng="en"><![CDATA[Women]]></kwd>
<kwd lng="en"><![CDATA[Illiteracy]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="en"><![CDATA[Educational Heritage]]></kwd>
<kwd lng="es"><![CDATA[Mujeres]]></kwd>
<kwd lng="es"><![CDATA[Analfabetismo]]></kwd>
<kwd lng="es"><![CDATA[Análisis de Discurso]]></kwd>
<kwd lng="es"><![CDATA[Herencias Educativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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