ABSTRACT
This paper discusses the various different ways that youth and adult students appropriate literacy practices, usually built on school approaches for reading and writing. We focus our study on a group of youth and adult education students of elementary school level in a public school in a large urban center. Empirical material was produced in the classroom environment. We selected an event to analyze the positions assumed discursively by the students in reading and writing activities. The results showed that students, as subjects of culture and knowledge, mobilize their understanding of the written language in order to give meanings to school literacy practices. Thus, the comprehension of their understandings help us notice the importance of the socio-cultural dimensions of the teaching of writing and reading. Additionally, it also helps to rebuild the teaching situations based on dialogue with the student learning process itself.
KEYWORDS
literacy; appropriation of practices; youth and adult education