PRÁTICAS DE LETRAMENTO EM INGLÊS E PORTUGUÊS NA EDUCAÇÃO BÁSICA

CONTRIBUIÇÕES TEÓRICAS PARA UMA ANÁLISE CRÍTICA

Abstract

This article aims to analyze literacy practices in Portuguese and English in basic education, based on a theoretical approach grounded in classical and contemporary authors in the field of literacy studies. The study adopts a qualitative, theoretical-documentary methodology, drawing on a corpus composed of widely recognized academic works in the New Literacy Studies, multiliteracies, and critical literacy. The analysis is developed through analytical reading and conceptual articulation of these productions, seeking to understand how reading and writing practices in Portuguese and English are theoretically constructed and what implications arise from this relationship in the school context. The findings indicate that literacy practices in Portuguese and English occupy distinct positions within the school, often structured through symbolic hierarchies that assign English a value associated with social mobility and access to future opportunities, while Portuguese remains strongly linked to normative and evaluative functions. It is concluded that the integration of literacy as a social practice, multiliteracies, and critical literacy represents a possibility for basic education, as it promotes more integrated, critical, and socially situated pedagogical practices, capable of recognizing students’ linguistic repertoires and contributing to the formation of critical subjects.