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ALTERIDAD. Revista de Educación

versión On-line ISSN 1390-8642versión impresa ISSN 1390-325X

Resumen

AREVALO, Joamsner Magdalena. Historical journey of literacy in Venezuela from the un-learning. Alteridad [online]. 2019, vol.14, n.2, pp.256-266. ISSN 1390-8642.  https://doi.org/10.17163/alt.v14n2.2019.09.

Currently citizens are exposed to a large amount of information presented through various means. This torrent of information requires skills that are not only limited to the reproduction and decoding of signs and symbols but, they must be able to interpret and express themselves through different means and in more than one language. (Crystal, 2011) In this sense, the concepts related to literacy practices around the world have been transformed towards a more humanistic approach in which the production and understanding of written discourse is appreciated as a tool for personal growth, including in this the use of Information and Communication Technology (ICT). With this in mind, a historical journey of the concept of literacy in Venezuela is exposed in order to start a deeper study in the future, that reconstructs the concept of literacy and reorients the school practices of reading and writing in the country, through the frame of critical rationalism and unlearning (Andrade, 2005 y Popper, 2008). This study was based on a documentary review of the sources available in official media regarding the teaching of reading and writing in Venezuela, providing as a main conclusion that not only is there no consensus on the vision and methodology for literacy, but also the mentioned rethinking becomes necessary.

Palabras clave : Literacy; journey; practices; concept; rationalism; un-learning.

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