Possibilities of critical-transformer literacy in rural education: a study at the EMEIF of Carapina in the municipality of Cameta-PA

Abstract

This study investigates the critical-transformative literacy perspective implemented at the Municipal School of Early Childhood and Elementary Education (EMEIF) of Carapina, a rural community marked by social vulnerability. The research aims to analyze how literacy is conceptualized and practiced in this context, considering the theoretical contributions of Paulo Freire, Magda Soares, Brian Street, and Mary Kato. Data were collected through interviews with the Portuguese language teacher and the pedagogical coordinator, as well as through classroom observations and analysis of available teaching resources. The findings indicate an incipient incorporation of critical-transformative literacy practices, primarily driven by the Portuguese teacher’s initiatives to connect school content with the local culture and students’ everyday experiences. However, structural limitations such as scarce pedagogical materials and inadequate infrastructure hinder broader application of this approach. Additionally, a gap between institutional discourse and daily pedagogical practice was identified, particularly in the coordination’s superficial understanding of critical literacy. The study concludes that overcoming these challenges requires coordinated efforts, investment in teacher training, and improved material resources, aiming to consolidate literacy as a socially situated practice that fosters students’ emancipation and active citizenship in socially vulnerable rural communities.