Portuguese language teaching/learning in school: exploring literacies

The action research was guided by the plurality of literacies, conducted by the teacher-researcher and her students of the second year of high school in a public school in Goiás, Brazil. The empirical material of interpretation consists of student questionnaires, teacher-researcher’s field notes and reflective journals, and semi-structured interviews with students.

The results point to the relevance of projects that subvert traditional didactic aspects in Portuguese language teaching/learning, especially those practices focused exclusively on formal literacy.