Literacy and literacy in the early grades of elementary school: a necessary dialog in liquid times

Abstract

The aim of this article is to highlight the importance of associating two complex and distinct phenomena that can complement each other in the teaching-learning process in the early grades of basic education: literacy and literacy. To this end, we chose to carry out a qualitative literature review, focusing on the appreciation and interpretation of the written word, based on Bauman's theory of Liquid Modernity (2001; 2007; 2009). We chose to conduct our studies through this lens, examining the studies undertaken by other authors, along with an appreciation of the relevant legislation, whenever necessary. As a result, we understand that, although literacy can exist without literacy, opting for this methodological path would be to deprive children of understanding the world around them in a comprehensive way, hindering the construction of a critical-reflective identity that is so necessary for exercising citizenship fully in a world of novelties.