UNIVERSITY-BASED LITERACY FOR THE DEVELOPMENT OF THE AUTONOMY OF GIRLS, ADOLESCENTS, WOMEN AND INDIGENOUS WOMEN

• DOI: https://doi.org/10.22533/at.ed.5585425050211

• Palavras-chave: Social incidence, illiteracy, autonomy, women, symbolic gender violence.

• Keywords: Social incidence, illiteracy, autonomy, women, symbolic gender violence.

• Abstract:

  The research problem presented consists of socially influencing the reduction of illiteracy among girls, adolescents, women and indigenous women from the University. The main objective consisted in the development of strategic literacy projects through lectures, courses and literacy brigades aimed at the language training of people belonging to the municipality of Toluca de Lerdo, an entity with the highest concentration of illiterate population, mainly women and indigenous women. The work method was field practice and work with teaching communities at different educational levels. 
  Among the main documented results are: 1) it is confirmed that the population of girls, adolescents, women and indigenous women registers a higher illiteracy condition with respect to men in the entity; 2) in particular, during the development of the brigades, it was identified that the male presence hinders the right of girls, adolescents, women and indigenous women to be and to be literate; 3) one of the main obstacles to the development of literacy activities that were documented was the lack of time and interest of the target population in developing literacy practices; and 4) the inequality documented and recorded between the degree of illiteracy among women and men is related to symbolic gender violence. Therefore, it is suggested to emphasize the design of public policies with a gender perspective that address this social urgency for the full development of human capabilities.