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Tendencias Pedagógicas

Vol. 40 (2023): Aportaciones Pedagógicas en tiempos de cambios: Desafíos globales
Miscellany

A conceptual model of adult emancipatory literacy: three methodological steps to analyze the contents in textbooks

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Fabricio Valentim da Silva
Universidade Federal do Amazonas
DOI: https://doi.org/10.15366/tp2023.40.007
Published June 30, 2023

Keywords:

Adult education, Functional literacy, Adult learning, Textbook, Qualitative analysis
How to Cite
Valentim da Silva, F. . . (2023). A conceptual model of adult emancipatory literacy: three methodological steps to analyze the contents in textbooks. Tendencias Pedagógicas, 40, 86–97. https://doi.org/10.15366/tp2023.40.007

Copyright (c) 2025 Fabricio Valentim da Silva

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

This research focuses on the notion of emancipation in textbooks inspired by the work of Paulo Freire, that were used for adult literacy programs in the context of postcolonial education in the North of Brazil between 1960 and 1980 The research sample was composed of four literacy textbooks used in teaching Portuguese, Poronga (1983) and O Ribeirinho (1984). This study was based on the methodology of content analysis of textbooks and literature on Citizenship Education, has allowed to identify and analyze the elements of emancipatory literacy, once the main objective was to construct and evaluate the strength of a conceptual model of emancipatory literacy through three methodological steps to analyze the contents in textbooks that are favourable for the development of this type of literacy. This research allowed us to identify and describe the ideological, cognitive and citizen dimensions of emancipatory literacy within the framework of a conceptual modelling perspective and operationalize those dimensions in analysis criteria for the adequacy of textbooks. The study has also allowed us to test and evaluate the consistency of the criteria in the analysis of the emancipating potential of textbooks. In this sense, it was verified that, in the sample studied, the types of citizen justice or citizen participation are part of the primary criteria that help define the contents of the textbooks that favour emancipatory literacy.

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