Literacy and historical context, political and enunciation of school literacy

Abstract

Literacy is a recurring theme in discussions and academic productions, in the media and among education professionals. This is theme that takes shape in the 1990s, amid a scenario that demonstrates that the process of schooling, from the early years, is unable to produce subjects who appropriate reading and writing so well use them in social practices that require their knowledge beyond the field of graphical code-sound. As any discussion does not occur in a vacuum of social relationships, brings to this article contextual aspects: historical, political and enunciative preceding period and permeated the initial insertion of the term (and theme) school literacy, especially in academic investigations, in order to situate the discussion of literate and literacy, which, ultimately, is the discussion of the teaching of our mother tongue writing. He uses literature to develop a focus on the theme, from the 1980s, during which, according to some scholars, inaugurated the term literacy among Brazilian education. It is understood that the main issue to be considered with regard to language, or rather the concept of working with language teachers, which permeates his whole teaching process and interfere with the learning of their students. The discussion around what teachers understand to be the language, as they take to the teaching of this language enunciative contexts, can ensure ownership graphic-sound system, its functions and social uses.