Speaking of literacy and literacy practices, there is still much to be said so that the echo of theory rests in practice

Abstract

The discussion presented in this text encompasses and continues that presented in Sousa and Lima (2023), with the aim of discussing the relationship between reading, writing and social practices, based on a conceptual approach between literacy and literacy, contributing to elucidate pedagogical work in teaching and learning contexts, based on an understanding of the social and academic relevance of such issues. Methodologically, this is a qualitative, exploratory and bibliographic study (Chizzotti, 2014; Gil, 2019). The discussion points to the need for schools to adopt a mediating stance in teaching reading and writing, focusing on the social dimension of their uses. In this sense, an integrative reading of these processes considers the dynamics of their everyday functionalities and dynamics. Therefore, in this scenario, a socio-historical, ideological and cultural conception of these practices is urgently needed, as a possibility of building human dignity and citizenship.