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Literacy: a discussion about implications of conceptual boundaries

The topic of this article derives from a discomfort caused by broadening and restrictions of the edges of the concept of literacy, and supports that both behaviors affect the conceptual relevance of the neologism, and have complex implications to the educational environment. This paper adopts the following point of view: writing is a process with sociocultural and economic delineation of naturalistic appropriation from which literacy is sensitive. Taking into account the controversial relationship between literacy and teaching/learning of reading and writing, it is claimed the concept of literacy as continent, considering teaching/learning of reading and writing as one of its contents, a view that neither legitimate overlapping between both phenomena nor expressions such as teaching/learning of reading and writing to/with literacy.

writing; literacy; teaching

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