Abstract
Neste texto questionamos o conceito de letramento, da "modernidade", observando-o como se fosse a nova teoria que vem para substituir o conceito de "alfabetização" e suas práticas, de modo a construir modos efetivos de inserção do sujeito no mundo da escrita. Utilizando-nos especialmente dos conceitos bakhtinianos de gêneros do discurso e também de ato responsável, a partir de enunciados concretos que exemplificam a prática docente atual, buscamos mostrar que o problema fundamental no ensino não está na mudança de nome de uma prática de ensino, mas tanto na mistura de duas realidades distintas quando se fala em diferentes níveis de letramento ou de diferentes letramentos, quanto na distribuição desigual dos bens culturais na sociedade.
Highlights
The counterpoint between theory and practice, which is employed by me here as an epigraph, appears when the characters Charles and Manoel Quintino argue about accounting process optimization
As presented by the narrator, this counterpoint enforces a separation between theory and practice, as if there were not constitutive relations between them. It is precisely because it outlines those worlds in black and white that the chosen epigraph can serve us as an indicator of an opposition to avoid when dealing with literacy and “alphabetization.”2 It is an opposition that would mean
The concept of literacy is very hard to specify, because it refers to subjects both as readers that access their abilities to move themselves in a world inhabited by texts and as authors of new texts, who enrich the legacy of concrete utterances available in different spheres of social communication of a given society
Summary
The counterpoint between theory and practice, which is employed by me here as an epigraph, appears when the characters Charles and Manoel Quintino argue about accounting process optimization. As a consequence of this approach, one can ask: “What are the changes implied by a designation change?”; that is the case of Zaccur (2011), who uses this question as a subtitle of her book Alfabetização e letramento [“Alphabetization” and literacy] Another difficulty in understanding this expression is due to its quick expansion to different fields: the first stages of learning different subjects (mathematics, for example) or even the different practical techniques that do not make their users experts (Information technology, for example) began to be designated as “Mathematical literacy,” “Digital literacy,” “Legal literacy,” etc. I am interested here in the adjective that comes next to it in the title of this study: “different literacies.” And I am mainly interested in problematizing the development of these “different” literacies
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