21.02.2013 - UNESCO Office in Santiago

Alfabetización y Educación. Lecciones desde la práctica innovadora en América Latina y el Caribe

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This book aims to contribute to literacy programmes being implemented in Latin America and the Caribbean. It also seeks to respond to the expectations arising from CONFINTEA VI, when countries asked UNESCO and other international organizations to promote and support regional and inter-regional systematization and research to provide a greater depth of knowledge on key issues on literacy programmes in different contexts.

Working in response to this request and within the framework of CONFINTEA VI follow-up activities, OREALC/UNESCO Santiago called on the countries of the region to submit information on best practices and policy in literacy. Thirteen descriptions of experiences were received, and all of them have been included in this book.

In parallel, further information from other sources was also included in a bid to provide a broader viewpoint on experiences in the region, such as the CONFINTEA VI National Progress Reports compiled for GRALE 2012 - an initiative coordinated by the UNESCO Institute for Lifelong Learning (UIL, Hamburg); OREALC/UNESCO Santiago has been partnering with UIL in actions stemming from CONFINTEA VI, and we are grateful for that institute’s ceaseless cooperation and collaborative attitude.

As an introduction to the experiences described, the first section of the book reviews the conceptual groundings of the issues addressed, starting from a historic overview of the issue of literacy and concluding with a breakdown of the different policy and practical concepts involved, thus determining criteria applied in selecting them.

The second section presents a broad description of literacy policies and practices in Latin America and the Caribbean, based on an analysis of information from a number of sources; it then goes on to centre more closely on the experiences described, including a discussion of each one and a comparative analysis that highlights core issues. A number of reflections and suggestions are finally presented, wrapping up the publication’s central thesis.

It is our hope that this book will serve as an invitation to share lessons learned through literacy programmes and other actions in education for young persons and adults, in a context of lifelong learning.

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