Alfabetização funcional de jovens e adultas no desenvolvimento das actividades socioeconómicas das comunidades rurais do distrito de Boane

Abstract

This dissertation has as its central problem "How to provide functional literacy for young people and adults in community literacy and adult education centers in the district of Boane" whose general objective is to analyze the current conception of the Literacy and Adult Education Strategy in Mozambique (2010 -2015) to propose an educational intervention strategy for the functional literacy of young people and adults in the development of socio-economic activities in the communities of the district of Boane. Due to the need to limit the field of study, the research was carried out in the district of Boane, in 6 community literacy and education centers for young people and adults involving 52 AEA literacy teachers. To achieve the desired objective, this strategy presupposed the realization of the study through a qualitative methodology that focused on the EEA centers in this district. The instruments of data collection were observation, which verified how the EEA sessions are organized; the interviews to obtain meaningful answers and questionnaires to ascertain the levels of perception, participation and participation in the AEA programs and, finally, the DINAEA documents that, after their reading and analysis, generated very valuable opinions for the elaboration of this work. The qualitative methodology alone would not bring the desired results in full and because certain opinions and information are translated into numbers, the quantitative approach was also used in this work. This research was developed in 4 stages, namely: (i) diagnosis to the places previously identified by the researcher; (ii) interaction with the various institutions in rural communities, questionnaires and interviews as well as the evaluation of results; (iii) planning and organizing the functional literacy process; and (iv) elaborating the proposal for a strategy for functional literacy. Thus, the study proposes an educational intervention strategy for functional literacy because it is believed that the socioeconomic development of rural communities can only be successfully achieved if populations are literate in a functional way and if they are able to acquire knowledge that leads them to development of autonomy, creativity and critical spirit in the management of daily activities and the community in general