This article addresses the topic of school and family with their literacy practices (s). The school, being its own space to encourage reading and writing, is able to make the student question the universe in which he is inserted, giving him the margins to interact as a thinking subject. However, it can be noted the difficulty that the teacher feels in working on the practice of reading and writing, due to the lack of pedagogical support existing in schools, as well as the lack of desire of the student to read, often, due to lack of opportunity and because of not having a literate environment. In this sense, there was a need to develop objectives in order to understand, analyze and identify the different literacy practices and how they contribute to the development of children's reading. The methodological path was based on a qualitative, bibliographical research emphasizing the barriers found in reading and writing practices. This work is based on studies of documents such as DCNEB, BNCC, ALEPE, authors like Soares and Kleman and thematic lives of ABRALIM. During our research we could see how much it is necessary to implement literacy practices in classrooms, because, while discussing who is to blame for the failure of students in reading, we must set goals to change, therefore needing reflect who are responsible for the progress of students in the interpretation of what they read. After all, the Portuguese language is the mother tongue and regardless of the area in which it operates, promoting the understanding of its functioning is a student's right of learning and all teachers and pedagogical teams must work from the perspective of literacy by presenting reading and writing with social role.
Silva et al. (Sun,) studied this question.