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Virginia Zavala Universidad Católica del Perú

Virginia Zavala Universidad Católica del Perú. Meanings Attached to Literacy: Disparities between Peruvian Literacy Campaigns and Vernacular Practices. Gap between what Peruvian literacy campaigns seek for “illiterates” and what these need for their life.

yoshio-hammond
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Virginia Zavala Universidad Católica del Perú

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  1. Virginia Zavala Universidad Católica del Perú Meanings Attached to Literacy: Disparities between Peruvian Literacy Campaigns and Vernacular Practices

  2. Gap between what Peruvian literacy campaigns seek for “illiterates” and what these need for their life • Discourse from the National Literacy Program: new type of literate subjectivity • Literacy practice from the Andean community within context of migration

  3. The discourse from the National Literacy Program Learning Groups for Development develop socioeconomic and productive activities with the aim of transforming their reality and producing a social change

  4. Three phases: 1) Positioning: LGD is activated and willing to undertake a process of social change as a human group 2) Projection: self-diagnosis and elaboration of integral projects of socioeconomic nature 3) Implementation of the chosen project

  5. Development • Program promotes perspective that “seeks that illiterates be protagonist of its own development”, “assert their identity” and “accept cultural diversity”: linked to empowering of people and social groups • Civilizatory and economicist view of development end up building an identity of the “literate” based on hegemonic interests

  6. Literacy • Program promotes a contextualized literacy: texts that are written collectively, no emphasis on formal features and based on participant’s reality • Program only promotes imposed type of literacy (schooled and bureaucratic literacy)

  7. Letter writing to send encomienda Literacy event defined by the context of migration. Currently in Lima 70% of the population are migrants and descendants from Andean origin.

  8. Encomienda • Package that contains letter and food products • Wrapped with different resources • Putting together an encomienda takes time • Products go together with a letter • Sent as parcels travelling by bus • Typical products from where encomienda is sent

  9. Both letter and encomienda constitute the required elements of the whole unit • Brief messages that indicates how to use products in the cooking process

  10. Purposes of the literacy event: • Construct identity as a mother • Establish both the affective and cultural link • Maintaining the family network: • Family members share the products • Letter is read collectively and memory is performed

  11. Conclusions: 1)NLP: literacy benefits in relation to economic goals 2) In letter writing to send encomienda goals of literacy are multiple 3) Literacy appropriation is linked to cultural transmission and afection

  12. 4) Expectations about development also set the struggle in the domain of meanings 5) Receiving an encomienda is like a encountering the person who has sent it 6) Letter writing to send encomienda reflects vernacular practices inserted in people’s emotional lives

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