Abstract:
This research seeks to understand the importance of the Programa Paulo Freire Pernambuco Escolarizado [Paulo Freire Program Pernambuco Schooled] in the erradication of illiteracy in Pernambuco. It seeks to analyze the pedagogical proposals and its applicability for a specific educational group. The truth is that the group is made up of adolescents, adults and elderly who have not completed the process of literacy training within the right time and are seeking to recover the lost time and, in this way, dominate the reading and writing techniques. The State should seek to formulate and implant public policies which favor inclusion and permanence. In this sense we analyzed the structure of the Paulo Freire Program as a model of Literacy Training Program. At the first moment we point out the laws which created and regularized the Program and functions which each element carries out in the structure. We highlight that the administrative model is founded on a social network of cooperation in which the social educators carry out their tasks as volunteers and the municipal, state and Federal powers also have specific roles in the network in the way they collaborate. In the second moment, we analyzed the pedagogical proposal of the Program highlighting the process of literacy training in the construction of citizenship. The Pedagogical Project is aimed at giving value to the social reality of the students and at a process of construction of knowledge which contemplates a meaningful reading of the world. Learning in order to recover citizenship. In the third moment we analyzed the relation between the teachers and the students within the Program. We reiterate that the work of the educator is done voluntarily and it is up to the teacher to seek out the students in the teacher’s community establishing a social commitment which is founded on ethics. Finally we seek to understand the Paulo Freire Program as a model of public policy for social recovery.
