DISPUTAS TEÓRICAS NA ALFABETIZAÇÃO BRASILEIRA: MÉTODOS, CONCEPÇÕES DE LINGUAGEM E PRÁTICAS DE ENSINO

Abstract

This article aimed to analyze the theoretical disputes surrounding literacy education in Brazil, focusing on the relationship between methods, conceptions of language, and teaching practices. The study followed a qualitative bibliographic approach, based on the systematization of academic publications and normative documents on literacy, literacies, and public policies. The results indicated that the debate is often structured around recurring polarizations, especially between more systematic approaches and perspectives that emphasize the social uses of reading and writing, although school practices are frequently hybrid. The analysis also showed that different conceptions of language (as a code or as social interaction) guide didactic choices and shape the roles of teachers and students in learning to read and write. It is concluded that improving the debate requires overcoming oversimplifications and strengthening teacher autonomy by combining explicit instruction of the writing system with meaningful reading and writing practices, while considering the impact of educational policies on everyday school life.