LITERACY AND LITERACY: FUNDAMENTALS, PRACTICES, AND CONTEMPORARY CHALLENGES

Abstract

This article aims to discuss the concepts, foundations, and practices related to literacy and literacies within the Brazilian educational context. Based on the contributions of authors such as Paulo Freire, Magda Soares, Emilia Ferreiro, and Leda Tfouni, it analyzes the conceptual distinctions between literacy (as the acquisition of the writing system) and literacies (as social uses of written language), their pedagogical implications, and the importance of articulating both processes in teaching and learning. Furthermore, the article outlines the historical development of literacy education in Brazil, highlighting structural challenges faced by the educational system over time. Different methodological approaches to reading and writing instruction are explored, as well as the role of the National Common Curricular Base (BNCC) in curriculum organization. The article also emphasizes the role of schools and teachers in the formation of critical and autonomous individuals, underlining the need for effective public policies and ongoing teacher education. It concludes that to "literacy with literacies" is an ethical, political, and pedagogical commitment essential to ensuring equity and full citizenship.