Formulation of public policy on community literacy in Brazil

Abstract

In Brazil, the discussion of school-family-community engagement through language is far from being exhausted, both academically and socially, given little attention on the issue, in terms of theoretical/applied studies and systematic government actions. Therefore, with this work, arising from a postdoctoral internship, we aim to discuss theoretical-methodological paths for the implementation of community literacy policies in our country, through theoretical discussions and actions to promote community literacy in Brazilian public education. Theoretically, we focus on literacy studies, more specifically community literacy, linked to public policy issues. Methodologically, we use the qualitative research paradigm, documental in nature. The analyses demonstrate the lack of systematic actions to promote school-family-community engagement by the public authorities in Brazil and possibilities for their realization, based on existing international policies as well as local non-governmental projects and actions, which result in a proposal of community literacy policy. Through the triangulation of data generated in documents and reference works, we contribute to the advancement of community literacy policies in the Brazilian public education system, with the definition of an agenda and alternatives for its mobilization.