Between the sea and the word

Paulo Freire and place-based literacies in early literacy

Abstract

This article examines the tensions and possibilities of early literacy in coastal caiçara territories by articulating Paulo Freire’s view, reading the word emerging from reading the world, with social literacies perspectives and the Foucambert tradition that understands reading as a social and systemic practice. We conduct a documentary study of public documents (the Brazilian National Curriculum, related guidelines, PNLD textbooks/guides, and national/local regulations) to understand how curricular prescriptions and teaching materials mobilize, silence, or open room for place-based literacies (tides, artisanal fishing, toponymy, maritime work temporalities, community cartographies). The analytical procedure combines content analysis with comparative examination across regulatory levels (federal, state, municipal) and didactic objects. As a contribution, we propose an integration matrix aligning early-grade literacy descriptors with locally grounded reading-and-writing practices, while preserving linguistic and assessment requirements. Findings indicate: (i) a strong emphasis on phonographic-syllabic routines and decontextualized tasks; (ii) gaps in guidance for interdisciplinary projects valuing local knowledge; and (iii) curricular and textual openings that allow linking literacy goals to community life. We conclude that policies and materials become more effective when they recognize the centrality of territory, turning it into a legitimate source for developing written language at school.