Construction of personality senses and meanings through adult lit-eracy
In México, literacy programs for (INEA, 2011; INEA, 2016) adults are frequently oriented to teaching, learning, or didactics; however, -from a historical-cultural approach- literacy programs have impact on the development of personality and citizenship-identity (MALAGÓN, 2020). Thus, personality is...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/60593 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/60593 |
| Access Level: | acceso abierto |
| Palabra clave: | Adult literacy Personality Senses Meanings Alfabetización de adultos Personalidad Sentidos Significados Alfabetização de adultos Personalidade |
| Sumario: | In México, literacy programs for (INEA, 2011; INEA, 2016) adults are frequently oriented to teaching, learning, or didactics; however, -from a historical-cultural approach- literacy programs have impact on the development of personality and citizenship-identity (MALAGÓN, 2020). Thus, personality is considered as the higher expression of psychological activeness (Vygotsky, 1995), which is constantly changing due to the cognitive, affective and willing integration into a dynamic system towards different cultural processes (LEONTIEV, 1978; BOZHOVICH, 1976; ASMOLOV, 2002) such as education itself. The purpose of this research is to analyze and interpret -from a Vygotskian perspective- those meanings and senses configured throughout the literacy process at National Institute for Adult Education on the personality of students. In order to achieve this purpose, ethnography and interviews are used as methodological resources, since they are useful to recover common life educative experiences of teachers and students. The theme-analysis technique (VAN MANEN, 2003) was used to interpret the information obtained about the senses and meanings of the educative agents involved. The results obtained from the thematic analysis make it possible to identify the impact that literacy has on the development of the personality, due to its communicative nature, mediation, representation of reality and exchange of meanings. |
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