USE OF CONCEPTS AND SCHOOLING PROCESS: THE CASE OF ILLITERATE AND LITERATE ADULTS
USE OF CONCEPTS AND SCHOOLING PROCESS: THE CASE OF ILLITERATE AND LITERATE ADULTS
Author(s): Delma Barros-Filho, Ana Cecilia Bastos, Aaro Toomela, Maria Virgínia Dazzani, Giuseppina MarsicoSubject(s): Psycholinguistics, Sociolinguistics, Cognitive linguistics, School education, Educational Psychology, Sociology of the arts, business, education
Published by: Addleton Academic Publishers
Keywords: word meaning structure; literacy; border zone; cognitive development
Summary/Abstract: This paper examines the forms of relations that people establish with their schooling processes. The question about the possibility of developing a literate standard in the orality of illiterate adults will be discussed from two angles: a) first, we will argue the extent to which engaging in everyday activities, without completing the formal cycles of schooling, allowed the study’s illiterate participants to develop a standard that we assume as literate in its orality; b) then, we will analyze how the level of abstraction in the concepts with scientific structure formulated by illiterate participants differ from that presented by literate participants.
Journal: Knowledge Cultures
- Issue Year: 1/2013
- Issue No: 06
- Page Range: 164-195
- Page Count: 32
- Language: English
- Content File-PDF