The Nicaraguan Literacy Crusade of 1980, carried out in the aftermath,of a long and destructive revolution, was able, in five months time, to decrease the nation's illiteracy rate from 50 percent to 13 percent. The newly fonned Nicaraguan government, recognizing the political nature of education, viewed its Literacy Crusade as a major step· in the development of a "new", post-revolutionary Nicaragua. As a means of comparison, two other literacy campaigns are also examined: the Cuban campaign of 1961, and the UNESCO-sponsored Experimental World Literacy Programme, in place from 1965-1973. The Cuban campaign served as a precursor to the Nicaraguan effort. It, too, occurred after a revolution, with education also,viewed as a key to the consolidation of a new 2 government. Likewise, the effort in Cuba depended upon an intense and massive effort by the public, to participate as students, teachers, or both. In less than one year, the illiteracy rate in Cuba decreased from 26 percent to 4 percent, with 700,000 Cubans achieving minimal literacy. In addition, the campaign was simply the first step in a series of educational changes. Follow-up campaigns, as well as increased emphasis on formal schooling, has continued in Cuba. The UNESCO effort proved to be much less successful. The EWLP was to include intensive and selective literacy projects in eleven designated nations. The literacy projects were based upon work-oriented definitions of literacy, and were, for the most part, planned and administered by international experts. The lack of involvement by national leaders or educators proved to be a great hinderance, especially since many of the nations were interested in mass literacy programs, not selective literacy projects. At the conclusion of the EWLP, thirty-two million dollars had been spent, but only 120,000 adults had been classified as new literates. UNESCO's own assessment of the EWLP pointed to a number of problems in organization, personnel, methods and materials that contributed to this lack of success. The Nicaraguan Literacy Crusade was able to take the best parts of both of these previous efforts, and achieve some remarkable successes. The mass involvement of the people, and the commitment of time and resources at the national level made the Nicaraguan effort a national priority. While experts from other nations and international agencies participated in the Crusade, it was a decidedly Nicaraguan effort. Unlike the EWLP, the idea of literacy in both Nicaraguan and Cuba was tied to an overall change in the structures and attitudes of society; literacy was to be integrated into the people's lives, not to just be a way to improve job skills. For Nicaragua, the Literacy Crusade decreased the illiteracy rate, created 400,000 new literates, and led to follow-up efforts meant to further develop the educational and social process. From the comparison of these literacy efforts, three factors stand out as keys to successful increases in literacy in developing nations. Education must first be seen as part of an overall development strategy, created by and for a particular nation. A literacy campaign must also involve a majority of citizens in some way, especially those with no previous access to education. Finally, to enact these goals of overall development and mass participation, a literacy campaign must have support from all levels of government, who must be willing to sacrifice other goals in order to achieve long-term change.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-29T11:33:01Z No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) / Made available in DSpace on 2018-08-29T11:33:01Z (GMT). No. of bitstreams: 1 Maria Júlia Alves Garcia Montero.pdf: 5192514 bytes, checksum: 7d38eae0fd495448df4ad8b63cb80da2 (MD5) Previous issue date: 2018-08-09 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present work analyzes two alphabetization programs that took place in Latin America: National Literacy Crusade "Heroes and Martyrs for the Liberation of Nicaragua" (CNA), held in Nicaragua in 1980, and the Youth and Adult Alphabetization Movement of São Paulo (MOVA-SP), carried out between the years of 1989 and 1992, in São Paulo, both organized based on the ideas of Paulo Freire, counting also with his direct participation. We have studied how, and if, the theme of feminism appears in the official documents of both programs, and whether the presence of this theme in these documents is due to the existence or not of a movement - or organization - of women in the country with the vanguard character, as Marta Harnecker conceptualizes. The concepts of gender, patriarchy and sexual division of labor, coined by authors such as Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, among others, were the theoretical basis of the present study. The research was conducted through documentary analysis. We studied official documents (political-pedagogical project, booklets, among others) of the two programs and analyzed a) if the subject of gender relations appeared; b) whether this appearance reinforced or questioned patriarchal gender relations; c) how it appeared, whether directly, indirectly, and in what context. We were able to conclude that the Nicaraguan documents have a greater presence of the theme, and that this is due to a more organized and centralized women's movement that, unlike the São Paulo movement - then fragmented and with a predominantly institutionalized activism - directly influenced alphabetization in the country. We do not affirm this, however, without reservations, since in both programs feminism appears as a very specific "subject", which reveals a difficulty in dealing with the theme of feminism transversally and even a theoretical difficulty in relation to it / O presente trabalho analisa dois programas de alfabetização que ocorreram na América Latina: A Cruzada Nacional de Alfabetização “Heróis e Mártires pela Libertação da Nicarágua” (CNA), realizada em 1980 na Nicarágua, e o Movimento de Alfabetização de Jovens e Adultos de São Paulo (MOVA-SP), realizado entre os anos de 1989 e 1992, em São Paulo, ambos organizado com base nas ideias de Paulo Freire, contando inclusive com sua participação direta. Estudamos como, e se, o tema do feminismo aparece nos documentos oficiais de ambos os programas, e se a presença ou não deste tema em ditos documentos deve-se à existência ou não de um movimento - ou uma organização - de mulheres no país com o caráter de vanguarda, como conceitua Marta Harnecker. Tivemos como base teórica do presente trabalho os conceitos de gênero, patriarcado e divisão sexual do trabalho, cunhados, respectivamente, por autoras como Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, entre outras. A pesquisa foi realizada por meio da análise documental. Estudamos documentos oficiais (projeto político-pedagógico, cartilhas, entre outros) dos dois programas, e analisamos a) se o tema das relações de gênero aparecia; b) se essa aparição reforçava ou questionava as relações patriarcais de gênero; c) como ele aparecia, se de forma direta, indireta, e em que contexto. Pudemos concluir que os documentos nicaraguenses têm uma presença maior do tema, e que isso se deve a um movimento de mulheres mais organizado e centralizado que, ao contrário do movimento paulistano - então fragmentado e com uma atuação majoritariamente institucionalizada -, influenciou diretamente a alfabetização no país. Não afirmamos isso, no entanto, sem ressalvas, uma vez que em ambos os programas o feminismo aparece como um “tema” bem específico, o que revela uma dificuldade de transversalização do feminismo e mesmo uma dificuldade teórica com relação a ele