Abstract
This article discusses literacy in the Brazilian educational scenario as a field of contradictions and reconfigurations. The 1980s was chosen as a time frame, as it represented a moment of great social, academic, and political turmoil in the country, which enabled the management of different public literacy policies. (SOARES, 2003; MORTATTI, 2000; SMOLKA, 2018; KLEIMAN, 2015). The proposition of this article is justified by the need to problematize how these discourses and practices reflect contradictions and reconfigurations in the field of literacy, and the different ways in which the actors who participate in it can see themselves (or not) in this process. It is inspired by the principles of documentary research, and it chooses the following categories: theoretical foundations in literacy and indications of public literacy policies.
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