TEACHING LITERACY FOR THOSE WHO TELL LIFE STORIES: A PROPOSAL FROM THE 6TH DIREC OF RN TOGETHER WITH THE POLICY TO ERADICATE ILLITERACY, QUALITATIVE ANALYSIS FROM THE PERSPECTIVE TOLD BY LITERATE PEOPLE

Abstract

The problem of illiteracy represents a significant challenge in many parts of the world, negatively impacting the socioeconomic development and quality of life of communities. Illiteracy refers to the inability to read and write, limiting access to crucial information and educational, economic and social opportunities. This issue is complex and multifaceted, being influenced by several factors, such as poverty, lack of educational infrastructure, gender discrimination, armed conflicts, and the absence of effective literacy programs. The intergenerational cycle of illiteracy also plays a role, as non-literate parents are more likely to have children in the same situation. The program "Alphabetizing those who tell life stories" was designed by SEEC/RN and shaped by the state's 6th education directory, with the aim of rescuing citizens who never attended school or had little time in the school community. The methodology used included a case study and the application of interviews with subjective answer questions, in addition to training research on the participants' life stories. The results revealed that the majority of interviewees abandoned their studies due to the lack of conditions at the time, and were directed to work. However, everyone expressed a desire to return to studying before being invited to the program. Participants praised the program's approach, highlighting that every school should follow the same model. The qualitative analysis of the responses showed that the program positively impacted their lives from a human and social point of view, providing a new perspective of integration into society.