A cultural analysis of discourses on literacy and their representations

Abstract

Focusing on literacy in the perspective of Cultural Studies in Education and related fields, such as postmodern and poststructuralist studies, this work aims at providing research produced in our research centre and line on the one hand, and analysing concluding works in our University graduate and specialisation programmes, which use it in a way closer to these study fields, on the other hand. For that we will use the cultural analysis to organise the work in four sections: the first section introduces the above theoretical and methodological bricolage (do-it-yourself) that guides a discussion about literacy; while the second one introduces a set of 12 works arising from pieces of research conducted in our research centre between 1998 and 2006; and the third one depicts eight other concluding works produced at late graduate course between 2003 and 2006, and two concluding works for the specialisation course in 2006, both focusing on literacy and produced in these different situations. Some comments on the productivity of the theoretical and methodological reference for the analysis of the concluding works provided, appear at the end at the fourth section. It is worth noting that introducing and analysing this whole of academic works allows analysing the representations receiving the recent discourses on literacy in research and teaching work, depending on the perspective.