From the formulation of rights to their realization: the con(tra)ditions involved in teaching relationships in the literacy process

Abstract

This text aims to share and provoke reflections on the Right to Read and Write, the guiding theme of the 6th Brazilian Literacy Congress, held in 2023, in Belém do Pará. Mobilizing memories of struggles and achievements during the period of redemocratization in the country, the author points to the contradictions that permeate the proclamation of human rights; ponders the diversity and inequality of concrete living conditions; problematizes the changes implied in the transition from the formulation of the Right to Basic Education to the Right to Learn; and defends the primary commitment to humanization in the work with literacy, arguing that the right to read and write is realized in the complexity of teaching relationships, in the daily work and minimal gestures of literacy teachers, in the heterogeneity and singularity of the ways in which children appropriate culture and knowledge, in the creation of collective work projects that can affectively and effectively engage children in collaborative and meaningful activities in school practices.