Literacy

Literacy, in its most basic definition, the ability to read and write simple messages. An issue of concern affecting the general populace, it has been widely addressed in Latin America, primarily in the last half of the twentieth century. Before 1950, the formal education systems of the region were largely designed to serve the interests of the ruling elite. After 1960, informal, community-based, or "popular education," programs were mounted on a large scale. According to Miguel Roca, as late as 1950, 40 percent of the population of Latin America fifteen years of age or older was illiterate, and the mean level of education for this group was less than one year. By 1985, however, illiteracy had dropped to approximately 17 percent in the same age group. While the overall percentage of illiterates declined, however, the absolute numbers of illiterates remained relatively stable. This marked improvement in the literacy rate can be explained in large part by the expansion of the formal education system and by the provision of informal, or popular, education programs for adults who either never entered or dropped out of the formal system.

The expansion of educational opportunities was dramatic after 1950 for reasons that were economic, political, and social. Moreover, the commitment of such international groups as UNESCO, UNICEF, the Organization of American States, and the Economic Commission for Latin America and the Caribbean to educational development in the region was significant. Finally, several regional meetings of Latin American ministers of planning and education held during this period served to establish a region-wide educational agenda. These efforts notwithstanding, marginal populations disproportionately represented by women, indigenous groups, and rural populations continued to lack access to schools, attended infrequently, repeated grades, and/or dropped out at a high rate during the first years of primary schooling.

By the 1960s, national-level literacy campaigns were a visible manifestation of the effort to reach marginalized groups. The two campaigns that stand out—those in Cuba in 1960 and in Nicaragua in 1980—were both associated with revolutionary governments. They were both acclaimed internationally as having achieved unparalleled success. Cuba, for example, was credited with practically eliminating illiteracy within a single year. Similarly, in Nicaragua, literacy brigades in the department with the highest rate of illiteracy (Río San Juan) reduced illiteracy from 96 percent in 1979 to 3.7 percent in 1987. Not all literacy campaigns have been associated with revolutionary governments, however. Once illiteracy was seen as an obstacle to economic development, numerous campaigns were begun in the 1960s and 1970s, including those in Argentina, Bolivia, Brazil, Colombia, Chile, Ecuador, El Salvador, Honduras, Jamaica, Mexico, Peru, the Dominican Republic, and Venezuela.

Literacy education in Latin America received additional impetus at the Regional Conference of Ministers of Education (1979). From this conference came the Major Project of Education, an ambitious twenty-year plan organized and administered by UNESCO to overcome the region's educational problems. This region-wide project pledged by 1999 to ensure universal access to schooling, eliminate illiteracy, expand educational opportunities for adults, and improve the quality of education at all levels. Unfortunately, the economic recession of the 1980s adversely affected progress toward these goals, and illiteracy remained a serious problem into the 1990s, especially among the traditionally underserved groups. On the eve of the United Nations National Literacy Year (1990), there were still an estimated 44 million illiterates in Latin America (virtually unchanged from 1970, at 44.4 million, and 1980, at 44.3 million).

Most of the literacy campaigns mentioned appear to have concentrated on imparting an ability to read and write a simple message. This definition, while helping boost claims of success, does not consider the uses to which literacy is put. Those who argue for functional literacy define it as a person's capacity to make decisions concerning his or her economic, civic, political, and day-to-day life. In fact, enabling people to enjoy meaningful and active participation in all areas of national life constitutes the greatest challenge to literacy campaigns in Latin America—the challenge of ensuring that people will retain and use their newly acquired literacy skills.

Literacy recidivism—the relapse to illiteracy—is widespread and serious in Latin America and threatens to undermine the success of both literacy campaigns and government efforts to universalize primary education. This phenomenon leaves its victims worse off than ever, more destitute and less motivated. Bernard Dumont proffers several recommendations for postliteracy programs that serve to maintain and expand literacy skills, including production of appropriate educational materials (easy-to-read, practical general education books; rural newspapers and supplements in urban newspapers containing current and practical information and written specifically for the newly literate; entertaining comic books and picture stories; and radio, film, and TV programs), creation of "literary environments" (through, for example, road signs and newspapers), and access to positions of higher responsibility. It is clear that to be successful, future programs must focus on the postliteracy needs of the newly literate.

See alsoEducation: Overview; Education: Nonformal Education.

BIBLIOGRAPHY

Paulo Freire, Pedagogy of the Oppressed, translated by Myra Bergman Ramos (1972).

Valerie Miller, Between Struggle and Hope: The Nicaraguan Literacy Crusade (1985).

Irene Campos Carr, "The Politics of Literacy in Latin America," in Convergence 23, no. 2 (1989): 58-68.

José Rivero, "Learning for Autonomy," in International Review of Education 35, no. 4 (1989): 445-461.

W. Ross Winterowd, The Culture and Politics of Literacy (1989).

Juan B. Arrien, Nicaragua: Mobilizing the Local Community for Literacy and Post-Literacy (ERIC Document: ED321043, 1990).

Bernard Dumont, Post-Literacy: A Pre-Requisite for Literacy (ERIC Document: ED321058, 1990).

Miguel Soler Roca, Literacy in Latin America: Progress, Problems, and Perspectives (ERIC Document: ED321054, 1990).

Additional Bibliography

Belle, T.J.L., and Carlos Alberto Torres. "The Changing Nature of Non-formal Education in Latin America." Comparative Education 36:1 (2000): 21-36.

Kueper, Wolfgang, and Teresa Valiente Catter. Educación de los adultos en Africa y Latinoamérica: Experiencias interculturales en un encuentro multicultural. Quito: Abya-Yala, 1999.

                                      Everett Egginton