Historical journey of literacy in Venezuela from the un-learning
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Abstract
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 Technology Communication (ICT). With this in mind, a historical journey of the concept of literacy in Venezuela is exposed in order to start a future deeper study that framed in the postulates of critical rationalism and unlearning (Andrade, 2005 y Popper, 20058) reconstructs the concept of literacy and reorients the school practices of reading and writing in the country. This study was based on a documentary review of the documents available in official sources 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.
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