Literacy: the potential of reading and writing as tools for developing the maximum human capabilities

Abstract

This research approaches reading and writing appropriation as an enhancer of the maximum human capabilities development in children in the literacy process, highlighting the language capacity. Based on historical-cultural theory, this article seeks to understand how literacy and language extend to the child’s human formation. The research problem questions: how do reading and writing contribute to maximum human capabilities development in the literacy process? Therefore, the general objective is to understand how the potential of reading and writing affects the maximum human capabilities development in children who are going through literacy process. The methodological procedures follow the qualitative exploratory approach, through literature review. The results state that teacher’s practices which promote the active participation of children in the language appropriation foster their maximum capabilities development and more meaningful learning. We conclude that literacy should be seen as a humanizing act and teachers should develop the child’s maximum human capabilities, making literacy a move of freedom and position in the world.