VERNACULAR LITERACY AND ITS CONTRADICTIONS

This essay analyzes the denial of the right to vernacular literacy with emphasis on the results obtained in 2011, 2017 and 2019 in the Portuguese language tests from the Basic Education Assessment System applied to students completing elementary school II at Colégio Estadual Antônio Balbino (CEAB). It is demonstrated that legal theory has not found a place in the practical life of these students corroborating not only with my pedagogical praxis as a teacher but also with scientific studies that analyze the right to learn that every student has in addition to consistent low performance of CEAB in the Basic Education Development index those years. Vernacular literacy has its driving force in Portuguese language and Brazilian literature classes although it is not limited to it. I defend the urge for teachers to be literate in their respective area of knowledge mainly in Portuguese in order to reverse this context. Socioeconomic vulnerability has also been considered as another aggravating factor for these students' learning. Furthermore, when it comes to language teaching and the right to be literate in their own language it is important to consider that the dissociation between language and literature hinders the realization of vernacular literacy and therefore the right to learn.