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    Universalistic and relativistic perspectives of literacy in two cases in Colombia: An anthropological view

    Perspectivas universalistas y relativistas de la lectura y la escritura en dos casos en Colombia: una mirada antropológica;
    Perspectives universalistes et relativistes de la lecture et de l’écriture en Colombie: un regard 7 anthropologique sur deux cas d’étude

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    Rudas-Burgos, Daniel
    Castiblanco, Andrey
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    https://revistas.usantotomas.edu.co/index.php/analisis/article/view/3657
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    TY - GEN T1 - Universalistic and relativistic perspectives of literacy in two cases in Colombia: An anthropological view T1 - Perspectivas universalistas y relativistas de la lectura y la escritura en dos casos en Colombia: una mirada antropológica T1 - Perspectives universalistes et relativistes de la lecture et de l’écriture en Colombie: un regard 7 anthropologique sur deux cas d’étude AU - Rudas-Burgos, Daniel AU - Castiblanco, Andrey PB - Universidad Santo Tomás, Bogotá, Colombia AB - Based on a description of a selection of ethnographical cases, this article states that there are two perspectives for understanding literacy as a social practice: Universalistic and relativistic. Universalistic perspective assumes that literacy has by itself cognitive and cultural effects, and that it is possible to generalize its forms, taking as a starting point the Western tradition. In contrast, relativistic perspective assumes that literacy acquires its meaning in connection with local contexts, and its forms depend on particular events. In this paper, both perspectives are used for interpreting two cases observed in Colombia: First, an adult literacy program in El Codito (a peripheral neighborhood in Bogota) in which the curriculum was adapted to the relativistic perspective; second, a reading club for young people in Guatavita (a village close to the same city) based on dialogical and critical pedagogies. At the end, it is argued that universalistic and relativistic perspectives coexist in both of the observed cases. ER - @misc{11634_24588, author = {Rudas-Burgos Daniel and Castiblanco Andrey}, title = {Universalistic and relativistic perspectives of literacy in two cases in Colombia: An anthropological viewPerspectivas universalistas y relativistas de la lectura y la escritura en dos casos en Colombia: una mirada antropológicaPerspectives universalistes et relativistes de la lecture et de l’écriture en Colombie: un regard 7 anthropologique sur deux cas d’étude}, year = {}, abstract = {Based on a description of a selection of ethnographical cases, this article states that there are two perspectives for understanding literacy as a social practice: Universalistic and relativistic. Universalistic perspective assumes that literacy has by itself cognitive and cultural effects, and that it is possible to generalize its forms, taking as a starting point the Western tradition. In contrast, relativistic perspective assumes that literacy acquires its meaning in connection with local contexts, and its forms depend on particular events. In this paper, both perspectives are used for interpreting two cases observed in Colombia: First, an adult literacy program in El Codito (a peripheral neighborhood in Bogota) in which the curriculum was adapted to the relativistic perspective; second, a reading club for young people in Guatavita (a village close to the same city) based on dialogical and critical pedagogies. At the end, it is argued that universalistic and relativistic perspectives coexist in both of the observed cases.}, url = {} }RT Generic T1 Universalistic and relativistic perspectives of literacy in two cases in Colombia: An anthropological view T1 Perspectivas universalistas y relativistas de la lectura y la escritura en dos casos en Colombia: una mirada antropológica T1 Perspectives universalistes et relativistes de la lecture et de l’écriture en Colombie: un regard 7 anthropologique sur deux cas d’étude A1 Rudas-Burgos, Daniel A1 Castiblanco, Andrey PB Universidad Santo Tomás, Bogotá, Colombia AB Based on a description of a selection of ethnographical cases, this article states that there are two perspectives for understanding literacy as a social practice: Universalistic and relativistic. Universalistic perspective assumes that literacy has by itself cognitive and cultural effects, and that it is possible to generalize its forms, taking as a starting point the Western tradition. In contrast, relativistic perspective assumes that literacy acquires its meaning in connection with local contexts, and its forms depend on particular events. In this paper, both perspectives are used for interpreting two cases observed in Colombia: First, an adult literacy program in El Codito (a peripheral neighborhood in Bogota) in which the curriculum was adapted to the relativistic perspective; second, a reading club for young people in Guatavita (a village close to the same city) based on dialogical and critical pedagogies. At the end, it is argued that universalistic and relativistic perspectives coexist in both of the observed cases. OL Spanish (121)
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    Abstract
    Based on a description of a selection of ethnographical cases, this article states that there are two perspectives for understanding literacy as a social practice: Universalistic and relativistic. Universalistic perspective assumes that literacy has by itself cognitive and cultural effects, and that it is possible to generalize its forms, taking as a starting point the Western tradition. In contrast, relativistic perspective assumes that literacy acquires its meaning in connection with local contexts, and its forms depend on particular events. In this paper, both perspectives are used for interpreting two cases observed in Colombia: First, an adult literacy program in El Codito (a peripheral neighborhood in Bogota) in which the curriculum was adapted to the relativistic perspective; second, a reading club for young people in Guatavita (a village close to the same city) based on dialogical and critical pedagogies. At the end, it is argued that universalistic and relativistic perspectives coexist in both of the observed cases.
     
    A partir de la descripción de una selección de casos etnográficos, este artículo plantea que hay dos perspectivas para entender la lectura y la escritura como prácticas sociales: una universalista y otra relativista. La universalista supone que la escritura tiene efectos cognitivos y culturales per se, y que sus formas pueden generalizarse partiendo de la tradición occidental; mientras que la relativista supone que la escritura adquiere sentido en conexión con los contextos locales y sus formas dependen de eventos particulares. En el presente artículo, ambas perspectivas son utilizadas para interpretar dos casos observados en Colombia: un programa de alfabetización para adultos en Codito, un barrio periférico de Bogotá, en el que se adaptó el currículo a la perspectiva relativista, y un club de lectura para jóvenes en Guatavita, un municipio cercano a la misma ciudad, que estuvo basado en pedagogías dialógicas y críticas. Se concluye que las perspectivas universalistas y relativistas coexisten en ambos programas.
     
    Par le biais d’une description ethnographique, cet article propose deux perspectives d’analyse de la lecture et de l’écriture en tant que pratiques sociales : l’une, universaliste ; l’autre, relativiste. La première assume que l’écriture a des effets cognitifs et culturels per se et qu’elle peut être instaurée partout selon le modèle occidental. La seconde, quant à elle, entend l’écriture par rapport aux contextes locaux qui lui donnent un sens particulier. Cet article fait appel à ces perspectives afin d’interpréter deux cas observés en Colombie : un programme d’alphabétisation pour les adultes d’un quartier défavorisé de Bogotá (El Codito) et un club de lecture pour les jeunes d’un village près de Bogotá (Guatavita). On peut conclure que ces deux perspectives, universaliste et relativiste, coexistent dans les deux programmes analysés.
     

     

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