Literacy/Literacies in Curricular Literacy Policies: meanings in dispute

Abstract

This article aims to mobilize the field of curricular literacy policies in an attempt to highlight discursive articulations that produce meanings about literacies. In this path, I highlight significances especially in the National Literacy Policy. Based on a post-structural and post-foundational perspective, I localize literacies in traces, in a non-essentialist logic, to operate with the dissemination of meanings that tensions the discursive field without the pretension to overcome such tension. I move away from classical conceptions of curriculum as a guide to practice, as guidelines produced by experts and implemented by teachers. I consider an understanding of curricular policies as a policy of significances that operates by translations. I defend, based on Derrida’s spectrology, that full access to the other (or to something) is impossible and, by assuming the impossibility of accessing the things themselves, we are provoked to respond considering other literacies - perhaps possible to be meant, contingently, such as reading, writing, images, sounds, orality, gestures, expressions - discursive process-literacies, in which there is no accuracy or guarantees, merely undecidabilities that demand responsibilities as an ethical-political stance of the philosophy of the coming.