| Summary: | <p>In this article, we defend that literacy practices are determined by the sociopolitical value of deciphering the Other, either inside, or outside school. We undertake the paths of the studies on literacy in Brazil, based on pêcheutian Discourse Analysis as well as lacanian Psychoanalysis. We present an analysis of texts taken from the <em>Programa de Professores Alfabetizadores </em>(PROFA/INEP/MEC), together with teachers’ oral discourses, which constitute in daily life a mosaic of disperse voices about the topic. We conclude that this apparent dispersion hides, in an undercover way, the straightening of one meaning of literacy, tied to the ideology of decoding, and that, some decisive setbacks in this field of studies result from this.</p><p><strong>Keywords:</strong> literacy, reading and writing, discourse, Programa de Professores Alfabetizadores.</p>
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