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This paper discusses the impact of new perspectives of native language teaching and learning. In this sense, it is focused on projects that take not only the social practice but also the student’s demands as the starting point for methodological actions. It addresses a literacy project carried out in the Institutional Scholarship for Teaching Initiation Program (PIBID) at the Undergraduate Portuguese Course from UFSC. The mentioned project was developed through a research-action (Thiollent, 2008) in a secondary education third year class of a public school. The results suggest that the students’ lack of engagement may have been due to the distinction between school and family literacy practices, requiring a methodological redefinition in the formulation of new literacy projects.

Projetos de Letramento no Ensino Médio: novas perspectivas e desafios