ILLITERACY AND LITERACY IN EUROPEAN EDUCATIONAL HISTORY: FROM SOCIAL CHALLENGE TO CULTURAL RECONSTRUCTION

The study of illiteracy and literacy within European educational history highlights key developments and the ever-evolving challenges that shape educational policies, while also revealing the complex nature of illiteracy in contemporary society. The need to adapt education to social, cultural, and technological transformations has led to the recognition of new forms of literacy that go beyond the traditional understanding of reading and writing skills, expanding the competencies required for full participation in a constantly evolving society. Since the early decades of the 20th century, education in Europe has recognized that illiteracy is not limited to basic reading and writing abilities but is closely linked to social and cultural inequalities that restrict access to educational opportunities and active participation in social life. The ongoing progress in EU educational policies aimed at promoting social inclusion and universal education demonstrates positive steps being taken; however, disparities remain pronounced and call for new strategies to address them. Education is thus called upon to act as a tool for cultural recognition and social inclusion, fostering critical thinking and active citizenship. In the 21st century, the need for intercultural awareness and the ongoing advancement of technological developments emerges as critical factors in the development of all forms of literacy. Despite significant progress, structural contradictions persist, underscoring the need for social, political, and cultural transformations in educational policy to ensure genuine inclusion and equality for all citizens. This article examines the strategies developed in different historical periods to combat illiteracy and enhance literacy, focusing on social inclusion and the overcoming of barriers arising from cultural and social differences, while also highlighting the difficulty of eliminating structural inequalities that persist within European educational models.