摘要：This paper revises the concept of self-esteem in adult literacy based on the notion of face or self-image which is public and related to individuals’ expectations to be recognized and autonomous. In adult literacy, self-esteem, understood within the perspective of faces, cannot be seen as something to be raised in order to satisfy desires whose reference is only the individual. It is necessary to review the concept taking into account the recurrence of its use in adult literacy. Data were collected by means of recorded interviews with seven literacy individuals1 in two classrooms within the Brazilian Literacy Project in Recife. The responses analyzed reveal their hope for autonomy in relation with their daily written practices. They also show that changes in their literacy process happen in the sphere of their identities and occur in the midst of conflicts and tensions originated from the social and personal expectations of learners.
其他摘要：This paper revises the concept of self-esteem in adult literacy based on the notion of face or self-image which is public and related to individuals’ expectations to be recognized and autonomous. In adult literacy, self-esteem, understood within the perspective of faces, cannot be seen as something to be raised in order to satisfy desires whose reference is only the individual. It is necessary to review the concept taking into account the recurrence of its use in adult literacy. Data were collected by means of recorded interviews with seven literacy individuals1 in two classrooms within the Brazilian Literacy Project in Recife. The responses analyzed reveal their hope for autonomy in relation with their daily written practices. They also show that changes in their literacy process happen in the sphere of their identities and occur in the midst of conflicts and tensions originated from the social and personal expectations of learners.
