School, Language Teaching, Literacy, and Knowledge

• Autor(a) principal: Britto, Luiz Percival Leme
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Calidoscópio (Online)
• Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/5619

Taking into consideration the relationships between knowledge and writing in contemporary society, this article presents the thesis that literacy is inseparable from formal knowledge and knowledge of the world. Thus it is not possible to maintain the hypothesis that literacy is a specific competence conceived as a kind of abstract knowledge. In order to sustain the thesis above, we first examine how knowledge of writing has been treated in the literature, and what led to the formulation of the concept of literacy as abstract knowledge. Next we establish a theoretical framework in which mastery and uses of writing are connected with other forms of knowledge. We conclude that much more than mastering a certain norm or technology, knowing how to read and write implies having acquired elaborated knowledge and being able to use it to participate and intervene in society. Key words: writing, literacy, competences, knowledge, education, school.