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.

USE OF CONCEPTS AND SCHOOLING PROCESS: THE CASE OF ILLITERATE AND LITERATE ADULTS

MARSICO, Giuseppina
2013-01-01

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.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4284853
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