Literacy acquisition and literacy practices: Connections and possibilities in liquid times

Abstract

This study aims to discuss the importance of integrating the alphabetic writing system with social practices of reading and writing in the early years of schooling, understanding these dimensions as distinct yet interdependent processes in children’s education. To achieve this objective, a qualitative bibliographic study was conducted, focusing on the analysis of the meanings and uses of written language in different contexts of social participation. The theoretical framework is primarily grounded in Bauman’s contributions (2001, 2007, 2009) concerning Liquid Modernity, a perspective that enables an understanding of the educational challenges posed by a society characterized by constant change, instability, and the rapid circulation of information. The results indicate that children may acquire encoding and decoding skills without simultaneously developing the ability to use writing meaningfully. However, separating literacy acquisition from literacy practices limits a critical understanding of reality and reduces opportunities for conscious participation in social practices. Disregarding students’ historical, cultural, and social circumstances restricts their access to knowledge that is essential for understanding their role in collective life. It is concluded that the integration of literacy acquisition and literacy practices promotes the development of autonomous, participatory, critical, and reflective individuals. Therefore, education must extend beyond the conventional teaching of reading and writing, ensuring that these practices acquire meaning, functionality, and social relevance in children’s lives.