The article inquires about the persistence of any mechanism as a regulator of practices related to literacy, recovering the propositions through investigative practice. First, the reflection about the guidelines printed in thought is proposed, through questioning a heritage: the Cartesian perspective. A brief passage on the matrices of modern science indicates the trend of literacy to be reduced to generalization and linearity, discussing how the ideas of theoretical applicability and universality interfere in practice. Next, from the presentation of some research findings, the author refers to the proposal of "literacy as practice by permanent research", an idea that arose from various authors who argue the knowledge of the directions offered to literacy, when fueled by research. The conclusion signals to the use of intellectual efforts dedicated to literacy, in the sense that the boundaries that fragment knowledge of different natures be diluted and that the teaching of writing is favored by an epistemological diving.
literacy; Cartesian thought; research practice.
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