Resumo

SOUZA, Leila Damiana Almeida dos Santos  e  SOUZA, Kleber Peixoto de. LITERACY AND FREIREAN DIALOGICITY: learning, meanings and possibilities. Revista Teias [online]. 2021, vol.22, n.67, pp.109-121.  Epub 14-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.62397.

Since dialogicity is one of the main categories of Paulo Freire's liberating education, it is not possible to conceive the literacy process without giving centrality to its capacity to criticize the debate of challenging situations in the praxis that involves learning and teaching. Thus, this article presents some reflections on different conceptions of literacy which, in turn, will allow us to establish a kind of dialogic wheel with some authors and their theoretical assumptions. Thus, our aim is to create a movement where the various meanings of the term literacy confront and complete each other, generating an expanded perspective for this multiple and singular process. Methodologically, we searched the literature about literacy processes, especially the studies by Magda Soares and also the intersections of some theoretical concepts with the literacy praxis of Paulo Freire. As a result, we hope that educators can make use of the multiple meanings (polysemy) that covers the term literacy.

Palavras-chave : literate; dialogy; literacy; polysemy.

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