The present work of conclusion of the course brings literacy and literacy as a central element
of reflection. It seeks “objectively” to analyze the conceptions and theoretical reflections
about the interrelationship between Literacy and Literacy, to understand the relevance of
literacy literacy. Specifically, it is intended to understand the historical path of literacy and
literacy in Brazil, to investigate the idea of literacy for literacy teachers in the schools
surveyed and to understand the importance of the teacher in the process of literacy and
literacy. Methodologically, the work is based on conducting bibliographic research and field
research. The first occurred through books and articles that address the theme of Literacy
Literacy and Pedagogical Practices, observing aspects that allow discussions about the
proposed theme, like the studies by Leite and Colello (2010); Carvalho (2009); Soares (2010);
Almeida (2009); Ferreiro and Teberosky (1999); Lemle (2001); Carvalho (1995). The second
(field research) was carried out through the application of a questionnaire with multiple
choice and open questions addresses to teachers and coordinators who work in two schools in
the city of Tocantinópolis-TO, namely: the Municipal School Professor Antônio Farias and
the Municipal School Walfredo Campos Maia. Through field research it was possible to
perceive that there is a critical perception on the part of teachers and coordinators on the
subject. Thus, communication and the use of reading and writing in different social contexts
are attributions that literacy “awakens” in the student, which points out that the relevance of
literacy literacy is related to a social character, of political and group perception, and not just
decode and encode letters or words. Therefore, literacy literacy means going beyond the usual
teaching to read and write, it is to use the most varied narrative texts, recipes, and reading
have a useful and expressive function in people’s lives.
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