Readings in Perspective: Social Practices of Literacy and their Contributions to Portuguese Language Teaching

Abstract

This article aims to analyze the reading practices developed during the process of acquiring written language, considering the literacy instruction carried out in the first segment of elementary education and the literacy practices consolidated in the second segment of this educational stage. It is based on the understanding that basic literacy (learning the writing system) and broader literacy (social engagement with written language) are complementary and indispensable processes for forming competent readers capable of comprehending, interpreting, and producing various text genres in diverse social contexts. The study highlights the importance of integrating the teaching of the alphabet writing system with social reading and writing practices, thereby fostering meaningful and contextualized learning. Furthermore, it emphasizes the teacher's role as a mediator in building reading competencies, encouraging the development of students' autonomy and critical thinking. The article concludes that the integration of these two aspects of literacy strengthens the process of reader development and contributes to a more inclusive, reflective, and transformative education.