EDUCATION FOR LITERACY FROM THE POSITION OF CRITICAL THEORY IN ADULT EDUCATION

The paper examines the questions connected to social marginality of certain groups of adults. The author analyzes the factors influencing the social position of an individual from the perspective of stigmatization. The paper discusses confrontations and analyses of social exclusion and inclusion and the role of adult education, and their connection with adult literacy. The concept of adult literacy is highlighted as a changing and multidimensional concept, defined by the position of the individual or group in society, and the role of creating and using knowledge in certain social circumstances. The author briefly examines different theoretical traditions in adult education and their (possible) influences on literacy practices, with a deeper analysis of the critical and postmodern tradition in adult education, which are the basis for further rethinking about literacy teaching practices.