Relevant bibliographies by topics / Literacy – Nicaragua

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Literacy – Nicaragua'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Literacy – Nicaragua"

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Tünnermann, Carlos. "Literacy Crusade of Nicaragua." Behavior Analysis and Social Action 6, no. 1 (May 1987): 18–22. http://dx.doi.org/10.1007/bf03406075.

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Paz Fernández, Xesús B. "Literacy and Adult Education in Nicaragua." Educar 7 (February 1, 1985): 131. http://dx.doi.org/10.5565/rev/educar.577.

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Macadam, Colin. "Towards democracy: The literacy crusade in Nicaragua." International Review of Education 30, no. 3 (1985): 359–68. http://dx.doi.org/10.1007/bf00597911.

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Lankshear, Colin. "DAWN OF THE PEOPLE: the Right to Literacy in Nicaragua." Discourse: Studies in the Cultural Politics of Education 7, no. 1 (October 1986): 31–45. http://dx.doi.org/10.1080/0159630860070102.

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Sanchez, Constantino. "Out of darkness into light: The National Literacy Museum in Nicaragua." Museum International 42, no. 1 (March 1990): 25–26. http://dx.doi.org/10.1111/j.1468-0033.1990.tb00826.x.

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Ulman, Jerry. "The Real Threat: An Introduction to Carlos Tünnermann’s “The National Literacy Crusade of Nicaragua”." Behavior Analysis and Social Action 6, no. 1 (May 1987): 15–17. http://dx.doi.org/10.1007/bf03406074.

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Moro, Diana. "Rubén Darío en el debate sobre la literatura nacional nicaragüense." (an)ecdótica 5, no. 1 (January 29, 2021): 61–82. http://dx.doi.org/10.19130/iifl.anec.2021.5.1.19784.

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The debate on literature in Nicaragua, at various moments in the country’s history, is elaborated on the figure, aesthetics, and work of Rubén Darío. Not only the birth and death of the poet on vernacular soil are central aspects in the appropriation made, but above all, the international cultural capital built through his wandering life and cosmopolitanism in his work. The appropriation of his aesthetics, as well as the distancing and debates about his contribution, persist in various moments of Nicaraguan literary history. We will explore some interventions by Nicaraguan intellectuals who are members of the Avant-garde Group, above all, their subsequent critical review and the contribution that Ventana magazine made in the 1960s. Finally, it will be observed that during the revolutionary decade, 1979-1989, the figure of Darío concentrates, at least, two simultaneous appropriations, the “anti-imperialist” and the “half-blood”. Both perspectives coincide in the conviction that, in Nicaragua, there would be no literature without the magisterium of Darío.
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Gullette, Margaret Morganroth. "In My Nicaraguan High School: Giving Excluded Women and Men a Second Chance." Radical Teacher 109 (September 12, 2017): 4–11. http://dx.doi.org/10.5195/rt.2017.385.

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When I went to Nicaragua for the first time during the Contra war, I had no idea that I would soon wind up helping a Nica friend start two literacy programs and then a Free High School for Adults. It opened in 2002, and now, only 15 years later, we have 1001 graduates, 54% women, 45% rural (mainly from subsistence farm families)--all of them excluded from the regular high schools for one reason or another: being pregnant, being a woman, turning eighteen, working five days a week, or living too far from town without the ability to pay bus fare. My real education came with theirs and is still going on, with no end in sight. What I wanted to know was how the teachers--all college graduates who were teaching in the high prestige regular high schools--figured out how to teach these people, many of whom had been out of school for decades and were unused to learning or scholastic discipline; many accustomed to being heads of households; some pregnant or carrying a baby to School for lack of child care or need to nurse; some drunk or exhausted early on Saturday mornings when classes began. The teachers told me their own stories, of overcoming prejudice and learning how to create a welcoming atmosphere. And the graduates told me THEIR stories, of what it took to succeed in those conditions, and how education--especially learning how to speak better-- transformed them, and they, in turn, transformed the entire culture and economy of the region.
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MEZA-DURIEZ, Rafael Santiago. "Lectoescritura Inicial y su Discurso Pedagógico en el Currículo Nicaragüense." INTERRITÓRIOS 6, no. 12 (December 7, 2020): 423. http://dx.doi.org/10.33052/inter.v6i12.249008.

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RESUMENEste artículo resume elementos de una investigación que se propuso inferir el discurso pedagógico que subyace al método Fonético, Analítico y Sintético (FAS), tal como se aplica en Nicaragua como elemento fundamental del currículo y la política educativa para la enseñanza de la lectura y escritura. Se determinaron los elementos conceptuales que constituyen al discurso pedagógico como constructo teórico. Estos elementos fueron identificados en el currículo vigente para reconstruir el discurso pedagógico subyacente y determinar si este último es de tipo reproductor o transformador. El estudio se realizó mediante el análisis de un cuerpo de documentos curriculares de diferentes rangos jerárquicos. Su principal contribución es que revela el carácter reproductor del FAS como método insignia de la política nacional y, por tanto, su incapacidad para cerrar las brechas históricas de equidad que han sido sostenidas en el tiempo por el sistema educativo nicaragüense. Educación básica. Sociología de la educación. Alfabetización.ABSTRACTThis article resumes the findings of a research whose aim was to identify the pedagogical discourse underlying Phonics, Analytics and Synthetic method (FAS), which is the method implemented on the Nicaraguan curriculum as an essential element of the public policy on early grades literacy instruction. The conceptual elements that constitute the pedagogical discourse as a theoretical construct were explained. Those same elements were later identified on the national curriculum in order to make visible the underlying pedagogical discourse and to determine whether or not, its nature was reproductive or transformative. A documentary analysis was carried out on a corpus of curricular documents within a specific hierarchy. As its main contribution, this research reveals the reproductive nature of FAS and its inability to close in the historical equity gaps upheld for a long time by the Nicaraguan education system. Basic education. Sociology of education. Literacy.RESUMOEste artigo sintetiza elementos de uma pesquisa que se propôs a inferir o discurso pedagógico que fundamenta o método Fonético, Analítico e Sintético (FAS), aplicado na Nicarágua como elemento fundamental do currículo e da política educacional para o ensino da leitura. e escrever. Foram determinados os elementos conceituais que constituem o discurso pedagógico como construção teórica. Esses elementos foram identificados no currículo atual para reconstruir o discurso pedagógico subjacente e determinar se este é reprodutivo ou transformador. O estudo foi realizado por meio da análise de um corpo de documentos curriculares de diferentes níveis hierárquicos. Sua principal contribuição é que revela a natureza reprodutiva da FAS como o principal método da política nacional e, portanto, sua incapacidade de fechar as lacunas históricas de eqüidade que foram sustentadas ao longo do tempo pelo sistema educacional nicaraguense.Educação Básica. Sociologia da educação. Alfabetização.
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Kleinbach, Russell. "Nicaraguan Literacy Campaign: Its Democratic Essence." Monthly Review 37, no. 3 (July 4, 1985): 75. http://dx.doi.org/10.14452/mr-037-03-1985-07_4.

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Dissertations / Theses on the topic "Literacy – Nicaragua"

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Woolley, Lauren Ruth. "Literacy for development: a Nicaraguan case study." Thesis, Boston University, 2005. https://hdl.handle.net/2144/27804.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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2

Osborne, Teresa Squires. "Politics and Education: The Nicaraguan Literacy Crusade." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/2038.

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The Nicaraguan Literacy Crusade of 1980, carried out in the aftermath,of a long and destructive revolution, was able, in five months time, to decrease the nation's illiteracy rate from 50 percent to 13 percent. The newly fonned Nicaraguan government, recognizing the political nature of education, viewed its Literacy Crusade as a major step· in the development of a "new", post-revolutionary Nicaragua. As a means of comparison, two other literacy campaigns are also examined: the Cuban campaign of 1961, and the UNESCO-sponsored Experimental World Literacy Programme, in place from 1965-1973. The Cuban campaign served as a precursor to the Nicaraguan effort. It, too, occurred after a revolution, with education also,viewed as a key to the consolidation of a new 2 government. Likewise, the effort in Cuba depended upon an intense and massive effort by the public, to participate as students, teachers, or both. In less than one year, the illiteracy rate in Cuba decreased from 26 percent to 4 percent, with 700,000 Cubans achieving minimal literacy. In addition, the campaign was simply the first step in a series of educational changes. Follow-up campaigns, as well as increased emphasis on formal schooling, has continued in Cuba. The UNESCO effort proved to be much less successful. The EWLP was to include intensive and selective literacy projects in eleven designated nations. The literacy projects were based upon work-oriented definitions of literacy, and were, for the most part, planned and administered by international experts. The lack of involvement by national leaders or educators proved to be a great hinderance, especially since many of the nations were interested in mass literacy programs, not selective literacy projects. At the conclusion of the EWLP, thirty-two million dollars had been spent, but only 120,000 adults had been classified as new literates. UNESCO's own assessment of the EWLP pointed to a number of problems in organization, personnel, methods and materials that contributed to this lack of success. The Nicaraguan Literacy Crusade was able to take the best parts of both of these previous efforts, and achieve some remarkable successes. The mass involvement of the people, and the commitment of time and resources at the national level made the Nicaraguan effort a national priority. While experts from other nations and international agencies participated in the Crusade, it was a decidedly Nicaraguan effort. Unlike the EWLP, the idea of literacy in both Nicaraguan and Cuba was tied to an overall change in the structures and attitudes of society; literacy was to be integrated into the people's lives, not to just be a way to improve job skills. For Nicaragua, the Literacy Crusade decreased the illiteracy rate, created 400,000 new literates, and led to follow-up efforts meant to further develop the educational and social process. From the comparison of these literacy efforts, three factors stand out as keys to successful increases in literacy in developing nations. Education must first be seen as part of an overall development strategy, created by and for a particular nation. A literacy campaign must also involve a majority of citizens in some way, especially those with no previous access to education. Finally, to enact these goals of overall development and mass participation, a literacy campaign must have support from all levels of government, who must be willing to sacrifice other goals in order to achieve long-term change.
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Montero, Maria Júlia Alves Garcia. "Alfabetização de mulheres: a experiência da CNA-Nicarágua (1980) e do MOVA-SP (1989-1992)." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21386.

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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The present work analyzes two alphabetization programs that took place in Latin America: National Literacy Crusade "Heroes and Martyrs for the Liberation of Nicaragua" (CNA), held in Nicaragua in 1980, and the Youth and Adult Alphabetization Movement of São Paulo (MOVA-SP), carried out between the years of 1989 and 1992, in São Paulo, both organized based on the ideas of Paulo Freire, counting also with his direct participation. We have studied how, and if, the theme of feminism appears in the official documents of both programs, and whether the presence of this theme in these documents is due to the existence or not of a movement - or organization - of women in the country with the vanguard character, as Marta Harnecker conceptualizes. The concepts of gender, patriarchy and sexual division of labor, coined by authors such as Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, among others, were the theoretical basis of the present study. The research was conducted through documentary analysis. We studied official documents (political-pedagogical project, booklets, among others) of the two programs and analyzed a) if the subject of gender relations appeared; b) whether this appearance reinforced or questioned patriarchal gender relations; c) how it appeared, whether directly, indirectly, and in what context. We were able to conclude that the Nicaraguan documents have a greater presence of the theme, and that this is due to a more organized and centralized women's movement that, unlike the São Paulo movement - then fragmented and with a predominantly institutionalized activism - directly influenced alphabetization in the country. We do not affirm this, however, without reservations, since in both programs feminism appears as a very specific "subject", which reveals a difficulty in dealing with the theme of feminism transversally and even a theoretical difficulty in relation to it
O presente trabalho analisa dois programas de alfabetização que ocorreram na América Latina: A Cruzada Nacional de Alfabetização “Heróis e Mártires pela Libertação da Nicarágua” (CNA), realizada em 1980 na Nicarágua, e o Movimento de Alfabetização de Jovens e Adultos de São Paulo (MOVA-SP), realizado entre os anos de 1989 e 1992, em São Paulo, ambos organizado com base nas ideias de Paulo Freire, contando inclusive com sua participação direta. Estudamos como, e se, o tema do feminismo aparece nos documentos oficiais de ambos os programas, e se a presença ou não deste tema em ditos documentos deve-se à existência ou não de um movimento - ou uma organização - de mulheres no país com o caráter de vanguarda, como conceitua Marta Harnecker. Tivemos como base teórica do presente trabalho os conceitos de gênero, patriarcado e divisão sexual do trabalho, cunhados, respectivamente, por autoras como Heleieth Saffioti, Carole Pateman, Iris Young, Danièle Kergoat, entre outras. A pesquisa foi realizada por meio da análise documental. Estudamos documentos oficiais (projeto político-pedagógico, cartilhas, entre outros) dos dois programas, e analisamos a) se o tema das relações de gênero aparecia; b) se essa aparição reforçava ou questionava as relações patriarcais de gênero; c) como ele aparecia, se de forma direta, indireta, e em que contexto. Pudemos concluir que os documentos nicaraguenses têm uma presença maior do tema, e que isso se deve a um movimento de mulheres mais organizado e centralizado que, ao contrário do movimento paulistano - então fragmentado e com uma atuação majoritariamente institucionalizada -, influenciou diretamente a alfabetização no país. Não afirmamos isso, no entanto, sem ressalvas, uma vez que em ambos os programas o feminismo aparece como um “tema” bem específico, o que revela uma dificuldade de transversalização do feminismo e mesmo uma dificuldade teórica com relação a ele
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Miklos, Alicia Z. "Mediated Intimacies: Legal, Literary, and Journalistic Textualities of Gender Violence in Post-War Nicaragua." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429722169.

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Sandiford, Peter. "The impact of maternal literacy on child survival during Nicaragua's health transition." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266223.

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Brandão, Letícia Araujo. "A utopia de Ernesto Cardenal: um poema de amor à Nicarágua Sandinista." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/12893.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis aims to research the literary trajectory of Ernesto Cardenal, as well as the political consequences of his thought during the period leading up to the Sandinista Revolution, during which this revolution was developed in Nicaragua. Throughout his life, Cardenal took on not only the role of a poet, whichbrought him worldwide fame as an intellectual, but also that of a religious man and a revolutionary committed to the fight against social inequality in his country. In this way, he united ethical-Christian values to the Sandinistacause and contributed decisively to the project of construction of a hegemonic Christian and revolutionary culture that, for ten years (from the triumph of therevolutionin 1979 until the elections that brought the oppositioncandidate, Violeta Chamorro,to power in 1989), gave legitimacy to the government of the Sandinista National Liberation Front. Every trace of his human and literary thought, therefore, can be seen in his role as a formerof opinion in the period when he founded the contemplative community of Our Lady of Solentiname; and during the Revolution, in his role as Minister of Culture. Understanding the faces of Love that emanate in his life and work is, therefore, of fundamental importance for a concrete analysis of the process of formation of an alleged revolutionary cultural hegemony in Nicaragua, a fundamental project of the SNLF government which Cardenalwas part of
Esta tese tem como objetivo a investigação da trajetória literária de Ernesto Cardenal, bem como das consequências políticas de seu pensamento durante o período que antecedeu, e no qual se desenvolveu, a Revolução Sandinista, na Nicarágua. Ao longo de sua vida, Cardenal assumiu não apenas a faceta de poeta, que o consagrou mundialmente enquanto intelectual, mas também a de religioso e de revolucionário comprometido na luta contra a desigualdade social em seu país. Dessa forma, uniu valores éticos-cristãos à causa sandinista, tendo contribuído de forma decisiva no projeto de construção de uma cultura hegemônica cristã e revolucionária que, durante dez anos (desde o triunfo revolucionário em 1979, até as eleições que levaram ao poder a candidata de oposição, Violeta Chamorro, em 1989), conferiu legitimidade ao governo da Frente Sandinista de Libertação Nacional. Cada traço de seu pensamento humano e literário, portanto, pode ser revelado em sua atuação enquanto formador de opinião no período em que fundou a comunidade contemplativa de Nossa Senhora de Solentiname e durante a Revolução, em sua atuação como Ministro da Cultura. Compreender as faces do Amor emanadas em sua vida e obra, portanto, revela-se de fundamental importância para uma análise concreta do processo de formação de uma pretensa hegemonia cultural revolucionária na Nicarágua, projeto elementar do governo da FSLN do qual Cardenal fez parte
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Langley, Sandra Wynne. "The articulation of Sandinismo and of the 1980 national literacy campaign in Nicaragua." Thesis, 2001. http://spectrum.library.concordia.ca/1573/1/NQ68197.pdf.

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The thesis maps aspects of the Sandinista nation-building project subsequent to the overthrow of the Somoza dictatorship in 1979. Part one charts the broad discursive and institutional terms of the articulation of this project, drawing on a large body of literature on Sandinismo, and integrating this analysis from secondary sources with discourse analysis and a consideration of the deployment of power/knowledge. Part Two uses like methods in considering aspects of the national literacy campaign mounted in 1980. The critical positioning of the thesis is informed by an account of the experience of the most marginalized of campesino ("peasant") sectors in the context of the Sandinista development and agrarian reform projects. These projects prioritized modernized production, and not the redistribution of lands for small-unit production which was widely desired. For several reasons, campesino aspirations should have been accommodated to a much greater degree. The thesis considers why this failed to happen. Part One of the thesis finds that, despite the heterogeneity of Sandinismo, it was articulated in significant part within corporativist structures of political representation and by way of modernist, Marxist-inflected knowledges and discourses positing a historical "logic of necessity" and a necessary order of change--including a certain knowledge of "development/historical unfolding" and a knowledge of subjectivity articulated in dichotomous and Manichean terms. Part Two of the thesis finds that the tight articulation of the literacy campaign to the Sandinista development and social project proved problematic, that a predominant literacy campaign discourse constructed marginal rural inhabitants in terms of lack, that this articulates to the knowledge systems charted in Part One of the thesis, and that the specificities of a structured "dialogue" process by way of which rural recipients of literacy instruction were to participate in the articulation of Sandinismo constrained and shaped what might be spoken. The thesis analysis is suggestive of factors contributing to a conjunctural shift in the terms of popular identification and social movement practice in the late twentieth century.
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Books on the topic "Literacy – Nicaragua"

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Arrien, Juán B. Nicaragua: Mobilizing the local community for literacy and post literacy. Geneva: International Bureau of Education, 1990.

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Torres, Rosa María. Nicaragua: Revolución popular, educación popular. México, D.F: Editorial Línea, 1985.

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Education and revolution in Nicaragua. New York: Praeger, 1986.

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Díaz, Carlos Tello. Apuntes de un brigadista: La cruzada de alfabetización en Nicaragua. México: Consejo Nacional de Recursos para la Atención de la Juventud, 1985.

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Torres, Rosa María. Los CEP, educación popular y democracia participativa en Nicaragua. [Managua]: Consejo de Educación de Adultos de América Latina, 1986.

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Arríen, Juan B. Nicaragua, mobilisation de la communauté locale en faveur de l'alphabétisation et de la postalphabétisation. Genéve: Unesco, Bureau international d'éducation, 1990.

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Romero, Maria Virginia Gonzalez. Alphabetisierung in Nicaragua: Die Erfahrungen der "Brigade Benicio Herrera Jerez" in Rio San Juan. Köln: ISP, 1994.

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Musset, Alain. Hombres nuevos en otro mundo: Nicaragua en 1980 en los diarios de la Cruzada Nacional de Alfabetización. Managua: IHNCA-UCA, 2005.

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Hombres nuevos en otro mundo: Nicaragua en 1980 en los diarios de la Cruzada Nacional de Alfabetización. Managua: IHNCA-UCA, 2005.

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Between struggle and hope: The Nicaraguan literacy crusade. Boulder, Colo: Westview Press, 1985.

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Book chapters on the topic "Literacy – Nicaragua"

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Arnove, Robert F. "The 1980 Nicaraguan National Literacy Crusade." In National Literacy Campaigns, 269–92. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4899-0505-5_12.

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Hardesty, Michele. "“If the Writers of the World Get Together”: Allen Ginsberg, Lawrence Ferlinghetti, and Literary Solidarity in Sandinista Nicaragua." In The Transnational Beat Generation, 115–28. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137014498_8.

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"Nicaragua, Lechecuagos: Literacy as a Political Crusade." In Literacy and Power, 40–58. Routledge, 2013. http://dx.doi.org/10.4324/9781315067049-11.

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"Nicaragua, Batahola: The Paradox of Revolutionary Education." In Literacy and Power, 59–75. Routledge, 2013. http://dx.doi.org/10.4324/9781315067049-12.

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"Adult Literacy in Nicaragua 1979–90." In Knowledge, Culture And Power, 123–51. Routledge, 2005. http://dx.doi.org/10.4324/9780203974674-12.

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Mejía, Jessica, and Sarah Pouezevara. "Using EGRA as a National Reading Diagnostic: Nicaragua and Senegal." In The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy, 39–82. RTI Press, 2011. http://dx.doi.org/10.3768/rtipress.2011.bk.0007.1109.2.

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"The Nicaraguan Literacy Crusade." In Combatting Poverty through Adult Education, edited by Chris Duke, 101–2. Routledge, 2018. http://dx.doi.org/10.4324/9780429436390-8.

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Miller, Valerie. "The Nicaraguan Literacy Crusade." In Combatting Poverty through Adult Education, 103–30. Routledge, 2018. http://dx.doi.org/10.4324/9780429436390-9.

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Arnove, Robert F. "The 1980 Nicaraguan National Literacy Crusade." In National Literacy Campaigns and Movements, 269–92. Routledge, 2017. http://dx.doi.org/10.4324/9781315125077-12.

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"Nicaragua’s Atlantic Coast, Karata: Miskitu Dialogue." In Literacy and Power, 201–23. Routledge, 2013. http://dx.doi.org/10.4324/9781315067049-21.

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Reports on the topic "Literacy – Nicaragua"

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Osborne, Teresa. Politics and Education: The Nicaraguan Literacy Crusade. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2037.

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