Reading and literacy practices as a political act

Abstract

This article presents an epistemological study on four types of literacy. It discusses three authors who discuss the possibility of methodological innovation in reading practices in the classroom, aiming for a generation with greater political and reading emancipation; and it presents a proposal for teaching literary reading in the final years of elementary school. In view of this, your goal is to evaluate methodological strategies that help and cooperate with the teaching and learning of reading and the development of literary literacy, based on the works: Social literacies: critical approaches to literacy in development, ethnography and education, (Street, 2014); The meanings of literacy: a perspective on the social practice of writing, (Kleiman, 2012); Literary literacy: theory and practice, (Cosson, 2006); Literary literature at school: challenges and a reader’s perspective, (Cruz, 2012); Reading strategies, (Solé, 1998) and, Reading and writing at school: the real, the possible and the necessary, (Lerner, 2002).