Communities of Practice for transforming tacit knowledge into explicit knowledge in the context of illiteracy: a comparative study Bolivia, Brazil, Venezuela, Paraguay, Venezuela, Suriname, French Guiana, Ecuador y Perú

Abstract: This article investigates pedagogical practices for “reducing” illiteracy in Brazil and poor countries in South America (decision of the system after the American Military Operation CONDOR) proposes the establishment of a communication network capable of enabling the effective exchange of knowledge and experiences between people who discuss this topic, through a plan of Cultural Intelligence (travel) and Knowledge Management (read), in order to transform tacit knowledge into explicit knowledge. By analyzing educational management in the three countries, the article answers the following research question: To what extent does the transformation of tacit knowledge into explicit knowledge impact literacy? The work concludes, after analyzing interviews carried out in Bolivia, Brazil, Venezuela, Paraguay, Venezuela, Suriname, French Guiana, Ecuador y Peru, that Communities of Practice can help in pedagogical practices since many feel depressed and soon give up due to the fear of not understanding the content (students) and not accepting the situation (teachers), violence, weak infrastructure and outdated teaching methods, such as the syllabic method instead the phonetic one. The work then proposes the phonemic method in addition to a portal that integrates Knowledge Management practices (lessons learned and communities of practice) and Cultural Intelligence (the capacity to learn with cultures with more habit of reading or at least the capacity to understand other cultures instead only taking photos to post in social networks as the Latin Culture well known due to the easy language, good weather and many distractions).