INTRODUCTORY NOTES TO A CRITICAL-HISTORICAL METHOD OF LITERACY

Abstract

This article deals with literacy according to Critical-Historical Pedagogy, aiming at establishing theoretical foundations which can contribute to the development of methodological tools coherent with the assumptions of such pedagogy. Adopting several theoretical approaches, assumptions that may accurately substantiate a critical-historical method of literacy are underlined, such as: the need of a dialectically overcome of the current literacy methods; the identification of literacy's contents and objectives; the centrality of word as a guiding-tool in such teaching/learning process; and the need of redeeming teacher's role as a producer of his own teaching activities. This article looks forward to a lively and fruitful debate resulting faster and more consistent advances in providing literacy teachers with a more specific guidance on how to carry out their own work inside the scope of the Critical-Historical Pedagogy.