SENSES OF THE WRITTEN CULTURE IN THE CREAR (1973-1975)

This paper discuss about the accesses to the written culture that is tried from the literacy campaigns. These policies were widely disseminated, mainly from the 1940s. Many of them were guided by the guidelines of international organizations from a conception of knowledge that Freire called "digestive". Literacy campaigns allow us to take a political look at written culture. And for that reason, he asks us: what do the massive literacy proposals imply in terms of how subjectivities are constructed in relation to written culture? In this presentation we put part of the results of the investigation into consideration to obtain the degree of doctor. We analyzed the meanings of the culture written in the Campaign for the Educational Reactivation of Adults for Reconstruction (CREAR) developed in Argentina between 1973 and 1975. This experience presents distinctive notes regarding the literacy proposal since it disputed the hegemonic senses. It is interesting to analyze how the access to written culture linked to other social practices was configured in that educational experience. In particular, we consider how the literacy proposal is inserted into community organization practices. For this we rely on documents of the campaign and the testimonies of the literacy teachers. From their analysis we contribute reflections on the frameworks of educational policies and popular education in the 1970s, showing how in this convergence a pedagogical political proposal was designed to promote access to literate culture in processes of social. First, we present some theoretical considerations that support the analysis of written culture and literacy policies. Then we analyze CREAR as a literacy policy, focusing on the conceptions that structured the proposal. Third, we address the literacy proposal and the methodological decisions. Finally we present some reflections as a closing.