Working digital literacy is a challenging task for education especially in this covid-19 pandemic period in which we are experiencing. These challenges are further expanded when we observe educational practices in the Youth, Adults and Elderly (EJAI) modality, since the challenges in reading and writing practices for this audience are marked, and when we deal with digital literacy, the challenges increase even more. In this sense, the present work is a qualitative research in the narrative approach, whose objective is to understand how the interrelationship of reading and writing practices occurs in the EJAI modality, through the perception of a teacher, also seeking to identify the competencies of the practices in the face of digital literacy. The methodology used in the research consists in obtaining and analyzing statements on the theme in question using the Discursive Textual Analysis associated with iramuteq software. We conclude that the digital medium used in the EJAI presents itself as a communication bridge, but not in fact a tool that provides digital literacy, because the measure taken for the use of digital tools cannot yet be considered an ideal process of construction of digital literacy, because there is a notorious separation of traditional processes with the use of digital media. What needs to be done is a reconciliation of old knowledge with new technological knowledge, not putting it aside, but together. This practice will allow the (re)construction of practices and skills necessary for the learning of digital literacy.
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