At a time when some 24% of the Brazilian population of 182 million are functionally illiterate, the author shows how illiteracy is concentrated in traditionally poor and disadvantaged social and ethnic groups as well as in certain regions of the country. He surveys the changes in legislation, policies and attitudes relating to literacy over the past few decades and describes how literacy is increasingly seen as a continuous process rather than a short-term, low-cost intervention. While there is still a lack of a broad, coordinated policy and adequate funding in this area, and while the challenges remain formidable, the author concludes that Brazil is moving slowly in the right direction.Re´sume´-ALPHABÉ TISATION AU BRÉ SIL: DES DROITS À LA RÉ ALITÉ -À une e´poque ou`quelques 24% de la population bre´silienne de 182 millions sont fonctionnellement analphabe`tes, l'auteur montre comment l'analphabe´tisme se concentre dans les groupes sociaux et ethniques traditionnellement pauvres et de´savantage´s, aussi bien que dans certaines re´gions du pays. Il examine les changements de la le´gislation, des politiques et des attitudes concernant l'alphabe´tisation au cours des dernie`res de´cennies, et de´crit comment l'alphabe´tisation est vue de plus en plus comme un processus continu plutoˆt que comme une intervention a`court terme et peu couˆteuse. Alors qu'une politique large et coordonne´e et un financement ade´quat dans ce secteur continuent de faire de´faut, et alors que les de´fis demeurent formidables, l'auteur conclut que le Bre´sil se de´place lentement dans la bonne direction. Zusammenfassung -ALPHABETISIERUNG IN BRASILIEN: VOM RECHT ZURREALITÄ T -In einer Zeit, in der etwa 24% der 182 Millionen umfassenden brasilianischen Bevo¨lkerung praktisch Analphabeten sind, weist der Autor darauf hin, dass sich das Analphabetentum nicht nur auf traditionell arme und benachteiligte soziale und ethnische Gruppen konzentriert, sondern auch in bestimmten Landesteilen vermehrt auftritt. Er gibt einen Ü berblick u¨ber die in den letzten Jahrzehnten erfolgten Vera¨n-derungen in der Gesetzgebung, der Politik und der allgemeinen Haltung gegenu¨ber Alphabetisierungsmaßnahmen und beschreibt, dass die Alphabetisierung mehr und mehr als kontinuierlicher Prozesses wahrgenommen wird und nicht mehr als Beschra¨nkung auf kurzfristige, preisgu¨nstige Interventionen. Trotz des Mangels an großra¨umig koordinierten Programmen und angemessener Finanzierung und trotz der nach wie vor betra¨chtlichen Schwierigkeiten in diesem Bereich kommt der Autor zu dem Schluss, dass sich die Entwicklung in Brasilien langsam in die richtige Richtung bewegt.Resumen -LA CAPACIDAD DE LECTOESCRITURA EN BRASIL: DE UN DERECHO A UNA REALIDAD -En tiempos donde el 24% de los 182 millones de habitantes de Brasil presentan un analfabetismo funcional, el autor muestra co´mo el analfabetismo esta´concentrado en grupos sociales y e´tnicos tradicionalmente pobres y desaventajados, al igual que en determinadas regiones del paı´s. El autor analiza los cambios que se han produc...

If the production of knowledge in Latin America has long been subject to imperial designs and disseminated through educational systems, recent interventions -from liberation theology, popular education, participatory action research, alternative communication and critical literacy to postcolonial critique and decolonial options-have sought to shift the geography of reason. The central question to be addressed is how, in times of historical ruptures, political reconstructions and epistemic formations, the production of paradigms rooted in 'other' logics, cosmologies and realities may renegotiate and redefine concepts of education, learning and knowledge.Latin America has changed face. After the long years of military dictatorships, civil wars and economic instability, diverse academic commentators now stress that the region has become the foremost site in the world of counter-hegemonic processes. According to these scholars, such local acts of resistance are loaded with the potential for radically challenging the existing economic and financial order controlled by the 'West' (cf. Escobar, 2010; Guardiola-Rivera, 2010). In Latin America, exposure to some of the harshest and most unjust consequences of the global economy dates back as long ago as to when the region was first included in European maps and spans centuries: from the emergence of a new global division of commerce-from merchandise to human cargo-that saw both Latin America and Africa stripped of memories, exuberance and manpower to Robert Aman is a postdoctoral research fellow at Linköping University, Sweden and a scholar in residence at Sciences Po, Paris. A former visiting fellow with the Program in Literature at Duke University and at the Faculty of English Language and Literature at the University of Oxford, he recently finalized his dissertation Impossible Interculturality?: Education and the Colonial Difference in a Multicultural World published by Linköping University Press. He is a coeditor of the interdisciplinary peer-reviewed journal,

RESUMO -O Presídio Feminino como Espaço de Aprendizagens.Baseado em um estudo realizado em 2008, no presídio feminino de João Pessoa (PB), com o objetivo de compreender a relação entre as aprendizagens ao longo da vida de mulheres encarceradas e as motivações/circunstâncias de vida que as levaram a cometer prática(s) delituosa(s), o texto busca analisar o conteúdo das suas narrativas. Para isso, adotou como eixos específicos de análise as categorias família, trabalho, escola e prisão. Ao destacar a última -prisão -, pretende-se dar visibilidade ao contexto prisional como lócus de múltiplas contradições e como espaço onde se constroem biografias de aprendizagens, sejam elas voltadas ou não para a emancipação. Palavras-chave: Educação em Prisões. Biograficidade. Aprendizagem e Educação ao Longo da Vida. Mulheres Encarceradas. ABSTRACT -Women's Prisons as Learning Spaces.Based on a study carried out in 2008 in the women's prison in João Pessoa (State of Paraiba, Brazil) whose objective was to comprehend the relation between the lifelong learning processes of imprisoned women and the motivations/ life circumstances which led them to commit crimes, the text seeks to analyse the content of the narratives of these women adopting as specific focus of its analysis the categories family, work, school and prison. By emphasizing the last, prison, it is intended to give visibility to the prison context as the locus of multiple contradictions and as a space in which learning biographieswhether directed at emancipation or not -are constructed.

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RESUMO: Nos presídios brasileiros, embora a oferta educativa e de formação profissional ganhe prioridade nas propostas de reinserção de encarcerados, a educação e o trabalho mais competem do que se complementam. Partindo desse pressuposto, analisamos neste artigo esse binômio no Centro de Reeducação Feminina de João Pessoa (PB), com base em duas pesquisas realizadas com mulheres com experiência prisional. Para tanto, nos baseamos na compreensão de que educação e trabalho são fontes potenciais de aprendizagem e deveriam/ devem ser mais acessíveis e complementares no contexto das prisões femininas, considerando as especificidades de gênero nelas envolvidas. Por outro lado, também entendemos que elas não devem ser vistas como garantias para o amplo propósito da ressocialização e reintegração social, sendo para isso necessária a reunião de outro conjunto de ações pós-penitenciárias. Palavras-chave:Educação e trabalho na prisão. Educação de mulheres privadas de liberdade. Reintegração social.Education and work in a women's re-education center: a case study ABSTRACT: Although the supply of education and vocational training, in Brazilian prisons, is given priority in proposals for the reintegration of prisoners, education and work compete rather than complement each other. Taking that premise as our

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This work is the result of a research that aims to study the process of inclusion of disabled people in postgraduate programs at the Federal University of Paraiba through access and permanence in these programs. More specifically, the article aims to analyze the main international and national documents, conferences, conventions and declarations that influenced the construction of education policy aimed at promoting the right to education of disabled people. It is a qualitative study supported by bibliographic and documentary research, which seeks to point out the importance of these documents for the promotion and realization of the right to education of disabled people.

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