Resumo
In this article we discuss the conceptions of literacy produced by MST (Landless Movement) and its influence over one rural public school teacher. We analyse her literacies practices, recognizing that her political involvement and professional formation up dates her practices, observing the interactional processes built in his classroom and the ways she deals with reading and writting in schooling processes. We conclude that the practices observed in the researched classroom offer us opportunity to reafirm the necessity of more dialogical school practices and community involvement in local school project.O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto.
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