Functional Illiteracy in Secondary Education: Analysis of the effectiveness of Brazilian public policies. Dieser Artikel ist nicht verfügbar.Functional Illiteracy in Secondary Education: Analysis of the effectiveness of Brazilian public policies

This research deals with Functional Illiteracy in the 3rd grade of Secondary School and the Brazilian Public Policies aimed at this aspect. The aim was to undertake an analysis of the problem based on a critical reflection on public policies to tackle this reality, present in the Brazilian educational context, which today has functional illiterates at all levels of schooling. In this sense, this research conceptualizes Public Policies and Functional Illiteracy; it makes an analysis of Functional Illiteracy in High School, especially in the 3rd grade and, finally, it investigates Functional Illiteracy in a Public School in the municipality of Santana - Ap. For this, a qualitative-quantitative research was used, with the application of questionnaires to the students of the 3rd grade of High School and as a technique of analysis, Content Analysis was used. The results showed the number of students who can be considered Functionally Illiterate in the reality investigated and the lack of specific public policies to tackle this problem in this last stage of Brazilian basic education.

Patrícia Mendonça Ferreira y Tatiana dos Santos Costa son licenciadas en Lenguas. Elane Cristina Pereira Padilha es Pedagoga del Gobierno del Estado de Amapá y profesora de Educación Superior.